This study focussed on teacher training in the context of distance education. It investigated the impact on practice of an English methodology course offered by Unisa’s Department of English Studies at certificate level. The unit of analysis was a group of eight student teachers registered for the module ACEEN26 Teaching English: General Principles offered by Unisa’s Department of English Studies. This module aims to help students to understand the approaches that underpin Outcomes-based Education (OBE) and how these translate into practice in the English First Additional Language (FAL) classrooms. To investigate the participants’ classroom practices, the study adopted an open and inductive approach aimed at gauging their thinking with regard to teaching, learning, assessment and how these understandings reflected OBE practices. The aim was to determine how the eight students made sense of this phenomenon given their own epistemologies within the unique contexts in which they worked. Data collection consisted of a mix of lesson observations, in-depth audio-taped interviews and analysis of documents. The interview was the main data-gathering technique. All these instruments were supplemented by field notes based on informal observations which were entered in a reflective journal. The picture that emerged was of teachers who worked under demanding conditions as they tried to implement complex and sometimes contradictory policies and were constantly under the pressure of policy demands. Their practices were, to a large extent, inconsistent with the OBE approach to teaching and learning. Although they gained some theoretical surface knowledge from the course, the students’ practice remained traditional because of two main reasons emanating from the findings: their inability to internalise the theory to make it an integral part of their mental repertoire and the negative impact of disabling contextual factors.The study constituted an evaluation of the course and therefore fed directly into the whole concept of dialogue and student support which are necessary prerequisites for success in distance education. As a teacher educator, this research was also a way of illuminating my teaching practices through practical research that simultaneously informs the field of teacher education. Based on the training needs identified, a re-contextualised curriculum for the ACE English programme was proposed. This proposed new programme reflects my stance that instead of continuing to focus on pouring resources into dysfunctional schools, we should concentrate on the lowest denominator in the system — the teacher. / Educational Studies / D. Litt. et Phil (English)

Summaries in Afrikaans and English / Ontluikende geletterdheid is waarskynlik die belangrik:ste tema wat in hierdie proefskrif behandel word. Die doelbewuste skepping van ouderdomsrelevante geleenthede vir die kleuter om op 'n informele wyse blootstelling en deelname aan luister- praat-, lees- en skryfvaardighede te ervaar, dien as vertrekpunt. Vroee ontwikkeling van geletterdheidsvaardigbede, as komponent van kognitiewe ontwikkeling by die kleuter, bet geblyk noodsaaklik te wees- nie net ten aansien van skoolgereedheid nie, maar ook ten opsigte van sy uiteindelike selfverwesenliking. Die oogmerk strek dus verder as die afiigting van die kleuter tot 'n toereikende vaardigbeidsvlak ten einde skoolgereed te kan wees. In teenstelling met die lank bestaande beleid in Suid-Afiika, wat bepaal bet dat voorskoolse onderwys byna uitsluitlik die onderrig van perseptuele vaardigbede moes bebels, word 'n alternatiewe benadering m hierdie proefskrif aangedui. Hulpverlening met geletterdheidsontwikkeling as doelwit behels waarskynlik 'n meer omvattende scenario ten einde die beboeftes van die affektief-, kognitief-, sosiaalwordende kind aan te spreek. Ontsluiting van 'n nuwe wereld van kennis waardeur nonne, boudings en vaardighede aangeleer word, bet 'n direkte invloed op die kwaliteit van sy totale lewe. By uitnemendbeid skep uitkomsgerigte onderwys die geleentbeid om reeds op voorskoolse vlak, geletterdbeidsvaardigbede op 'n informele wyse aan te leer. Die mite dat primere skole aileen die voorreg beskore is om leerders te leer lees en skryf, word krities in hierdie studie bevraagteken. Die klemverskuiwing is reeds sigbaar in die nuut-aangekondigde onderwysbeleid naamlik dat die leerprogram Geletterdheid minstens sowat 40% van die daaglikse onderrigprogram in die grondslagfase moet geniet. Die wyse waarop geletterdheidsvaardighede aangeleer kan word, word indiepte bespreek. Eweneens word belangrike prosesse waardeur die ontwikkeling van 'n fonologiese-, semantiese- en sintaktiese bewussyn, aan die orde gestel. Die aanleer van geletterdheidsvaardighede blyk nie alleen noodsaaklik te wees vir die ontwikkeling van lewensvaardighede nie dit bewerkstellig toegang tot en die begryping en belewing van die werklikheid wat die mens omring. / Emergent literacy is probably the most important theme addressed in this thesis. The purpose is to create age related opportunities for the pre-school child to experience exposure and participation in listening-, vocal-, reading- and writing abilities on an informal basis which serves as a point of departure. Early awareness of literacy abilities as a component of cognitive development of the pre-school child has proved to be essential - not only in respect of school readiness, but also with regard to ultimate selfactualisation. The aim therefore goes beyond the mere training of the pre-school child to an adequate level of competence to be well prepared for formal schooling. Contrary to the well established policy in South Africa which determined that pre-school education should be limited to the exclusive teaching of perceptual abilities, an alternative approach has been considered in this thesis. Assistance with a view to literacy development probably encompasses a more inclusive scenario in order to address the requirements of the emotional, cognitive and social developing pre-school child. Exposure to a new world of knowledge through which norms, attitudes and abilities are acquired, has a direct influence on the quality of his total life. Outcomes based education provides an excellent opportunity to acquire already at pre-school level, literacy skills on an informal basis. The myth that only primary schools have been allotted the privilege to teach learners to read and write, is being critically questioned in this study. The change in emphasis is already evident in the recently announced education policy, namely that the daily learning programme Literacy must include at least 400/o of the foundation programme phase. The manner in which literacy skills can be acquired are discussed in depth. Simultaneously Literacy must include at least 400/o of the foundation programme phase. The manner in which literacy skills can be acquired are discussed in depth. Simultaneously important processes affecting the development of a phonological, semantic and syntactic cognition are discussed. The acquisition of literacy skills appears not only to be important to the development of life skills - it accomplishes access to and the comprehension of as well as the perception of the reality surrounding man. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

The study attempts to examine the implementation of Outcomes Based Education in selected secondary schools in Bushbuckridge, and to provide guidelines to enhance the implementation in the region. Findings reveal that the implementation of the curriculum is faced with challenges that hinder its effectiveness. Hindering factors such as lack of infrastructure, lack of school resources and inadequate teacher development programmes were identified through a literature survey and empirical investigation. Under the empirical investigation, qualitative approaches for data gathering, such as in-depth interviews were used. Participants were chosen from schools in the remote areas of Bushbuckridge, which are experiencing serious problems in the implementation of Outcomes Based Education. The research instruments used were validated and tested for reliability using experts’ opinion and pilot testing. The challenges of educators, school management teams, learners and curriculum specialists in the Department of Education were highlighted and recommendations made. / Educational Studies / (M. Ed. (Curriculum Studies))

Philosophiae Doctor - PhD / South Africa

Masters in Public Administration - MPA / Within the field of secondary education in South Africa there is currently a major crisis over learners’ poor academic achievement. This is a challenge to all roleplayers,especially the high failure and drop-out rates in Grades 10 and 11. In this study the problem of grade progression and promotion in Outcomes- Based Education (OBE) in a mixed low, middle and working-class school is addressed. The main question arising from this problem concerns the high promotion and low retention rates at the school. The central focus in this thesis is the understanding of grade progression and promotion on the part of Grade 10 educators. Thus this study investigates the implementation of grade progression and promotion, through observation as to how the actual practices and methods of educators and their Senior Management Team influence this process. Furthermore, the consequences for Grade 10 learners of the practices associated with grade progression and promotion are examined. This includes an analysis of educators’ opinions and how their practices of grade progression and promotion have affected or disadvantaged the learning process.This research is conceptualized in the domain of social, post-structural and constructivist theory, which provides a meaningful framework to help understand and explain educators’ multiple perceptions in the classroom. The study starts by exploring whether a poor socio-economic environment has a direct influence on activities in schools. This study also examines whether a poor socio-economic environment contributes to a dysfunctional situation in the classroom and school environment, which unintentionally influences the grade progression and promotion sessions. In addition, the study investigates and determines whether there is a disjuncture between policy (theory) and implementation (practice) when conducting grade progression and promotion. A qualitative research method was used in this study and a qualitative ethnographic design, influenced by an interpretivist framework, was adopted. Qualitative ethnographic techniques, such as observations, interviews and documents, were employed to collect relevant information for this study. Data was analyzed by using thematic narrative analysis to answer the dissertation questions. Ethical conduct and procedures were strictly observed.The results show that the socio-economic environment contributed to a dysfunctional condition in the school, which had a negative impact upon, and influenced the learning experience of, both educators and learners. The evidence revealed that the actual practices of educators and the school’s Senior Management Team during progression and promotion meetings were influenced by their subjective perceptions, attitudes and opinions. From this, the conclusion was reached that the progression, promotion or retention of learners resulted in positioning and labelling in the classroom, which might eventually lead to low motivation, weak performances and dropping-out. The significance of this study lies in the practical and academic value it holds for educators and other stakeholders. The findings, implications and recommendations can be used as a guide to provide solutions to problems and barriers which occur during grade progression and promotion in schools, and may offer opportunities for further investigation or study.

Since 1997, curriculum implementation was introduced in South African schools. A timetable was given to all schools to implement C2005 in each grade for each year. The study had attempted to identify major factors that hindered or promoted the implementation of C2005 in two schools in Mpumalanga. A case study was conducted where one learning area, namely, natural science was investigated. Each school was visited for an entire week by the researcher. During the visit, the researcher conducted individual interviews with principal, two science teachers and two focus group interviews composed of five learners. Observations of natural science lesson were made of which two of them were recorded on video camera for further analysis. Practices, which were captured in classes, were compared to Rogan and Grayson (2001) model of curriculum implementation. In the final analysis, the study compiled a profile for each school. Both schools rated poorly (level one) in the implementation of C2005. The capacity to support innovation was poor in one school. The study also found that teachers in their attempt to implement C2005 were actually moving from 'frying pan into fire'. Lack of resources and intensive training was creating stress and making most of teachers want to leave the profession. Recommendations were also provided by the study for short and long-term considerations. / Dissertation (MA (Research Psychology))--University of Pretoria, 2005. / Psychology / unrestricted

This study investigated the implementation of computer-assisted education in the outcomes-based education system at Sterling Primary School in East London. A literature study was done on constructivism on which outcomes based education is based. The literature review also focused on computer-integrated education. The integration of computer-assisted education at Sterling Primary School was appraised with the help of the Evolutionary Model developed by Miller (1997). It was observed that the educators and learners at this school were trying to integrate computers into their teaching and learning process. Although this study focussed on the Intermediate Phase, it could provide a basis for further study in the field of computer-assisted education in Senior, and Further Education and Training Phases throughout the Republic of South Africa. / Dissertation (MEd (Computer-Assisted Education))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

This investigation focused on educators’ understanding of Outcomes-based Education (OBE) and the impact it has had on their classroom assessment practices. As assessment practices may not be separated from instructional practices, educators’ opinions were probed on their classroom practices in general (i.e. instructional and assessment practices). Educators are the major role players towards successful implementation of OBE; as such their understanding of OBE is important. It has been about nine (9) years since OBE was phased in, in the South African Education system. Educators have undergone in-service training through workshops in order to implement OBE in their classroom practices. In the early stages of implementing OBE, many educators did not understand what was expected of them in an OBE classroom. Most of them continued to follow direct instruction as the only method in their instructional practices. They were resistant to changes. One of the reasons why they resisted changes is that they had little understanding of OBE. This investigation was meant to determine whether there has been development and improvement on educators’ understanding of OBE. The following qualitative research methods were followed in this investigation: semi-structured interviews, observations and document analysis. A general overview of OBE was given in order to help me to develop criteria on which I could judge educators’ opinions regarding their understanding of OBE during interviews, observations and document analysis. The results in this investigation show that educators still have little understanding of OBE premises and principles. They do not accommodate OBE premises and principles in their classroom practices. Educators’ understanding of OBE must be improved so that they can implement OBE effectively in the classroom. / Dissertation (Magister Educationis (Assessment and Quality Assurance)--University of Pretoria, 2007. / Curriculum Studies / unrestricted

This research focuses on the perceptions and attitudes that parents have towards the learning area Technology. The research was motivated by the fact that the learning area Technology is a ‘new’ learning area, that has only come into being since the inception of outcomes based education. The study took into account the fact that the parents of grade 7 pupils of 2009 do not have first hand knowledge of this learning area. It was because of this reason that it is interesting to find out what these parents perceptions are of this learning area. Technology is a composite of many old subjects, such as needlework, woodwork, domestic science and arts and crafts. A literature study was undertaken to ascertain what has been written about the history of Technology world-wide and especially in South–Africa. The emergence of outcomes based education, curriculum 2005 as well as the revised national curriculum are written about in the literature study. The role of the parent in the child’s life was also examined with special focus on the parent’s role in the school and learning context. The study was undertaken in the three districts of Tshwane. These three districts had representative English and Afrikaans schools as well as schools that were well resourced and others that were less well resourced chosen and compared to each other as well as mothers and fathers views. The research was done by way of questionnaires that had questions to be answered by way of the Likert scale as well as two open questions. The study was mainly quantitative with a small qualitative component to give a better understanding of the subject. According to the majority of data collected the parents do not have a favourable attitude and perception towards Technology. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Curriculum Studies / unrestricted

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