This study investigated the implications that the scheduling of a block module for a computer competency course over two weeks, has had on the curriculum. The block module was presented at the start of the first semester, 2001 at the Vaal Triangle Technikon. The objectives were to: develop a flexible, outcomes-based curriculum in which the learners had to demonstrate capability and employability by integrating computer competencies in other modules; design and implement an effective learning and teaching strategy in order to ensure that learners will achieve the learning outcomes within two weeks; and to . implement continuous, integrative assessment methods in order to foster the learning of hands-on skills that can be integrated in the learners' academic programmes. The researcher followed an action research approach, in order to assess the improvement of current educational practices. A target group of first-year learners was divided into a block module-group and a semester-group. The researcher made use of data triangulation, by collecting qualitative and quantitative data comprising structured interviews and open-ended and structured questionnaires completed at different stages of the project. This research report comprises three articles. The first article reports on the high success rate of the block module-group and reveal that these learners could retain. and utilise the computer competencies that they had to utilise for completing assignments, to a larger degree than the semester-group. The second article reports that experiential learning, as an outcomes-based strategy, fosters learning in accelerated learning contexts. The third article concludes that the continuous integrative approach to assessment fosters w-operation, feedback through self-assessment and the ability of learners to apply computer competencies in new situations. It is recommended that lecturers in all the associated departments should collaboratively assign and assess tasks in progressive advanced modules. It concludes that, in order to utilise resources optimally when scheduling block modules, ail associated departments would have to be fully modularised. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2003.

With the acceptance of Outcomes-based Education (OBE) in South Africa, the emphasis shifted from a teacher-centred to a learner-centred instruction approach. The learner-centred teaching approach of OBE is based on the social constructivistic teaching view. This view is based on the fundamental acceptance that people construe knowledge through interaction between their existing knowledge and beliefs and new ideas or situations within a social environment or milieu. It is thus essential that future Geography education students receive training in a similar manner as that which is expected of them as future practising teachers. Lecturers' and students' beliefs and perceptions of how instruction must take place, in the majority of cases, still support the traditional direct instruction approach where lecturers transfer knowledge to students mainly through formal lectures. The acceptance of the social constructivistic teaching approach for the training of Geography education students implies that the beliefs of lecturers and students as well as their roles in the teaching learning process, must change. This means that the purpose of contact time between lecturer and students must necessarily change. Contact time should not just be used by the lecturer for presenting content. It is the task of the Geography lecturer to create a learning environment where students are actively involved in cooperative learning environments in the learning process. The lecturer acts as facilitator, guide, enabler and fellow-explorer in the learning process. Contact sessions must be used to offer the students the opportunity to report back on the learning assignments and activities or to reflect on what has been learnt. Continuous formative assessment takes place during contact and non-contact times to give quick feedback on learning. The lecturer and students are involved in the assessment process. Clear assessment criteria must be compiled by the lecturer in cooperation with students so that the students will know precisely what is expected of them. Together with the learner-centred teaching approach, certain universities worldwide have been obliged to decrease contact time between lecturer and student. Reasons for this can mainly be ascribed to an increase in student numbers and to effectively vii manage the lecturers' time so that more time can be spent on research. The lecturer is supposed to design and plan a specific module so that the set learning outcomes could be achieved within the reduced time. Different guidelines are identified in the context of reducing contact time so as to ensure the effective achievement of learning outcomes. The lecturer should prepare, plan and manage contact time. Students must also accept larger responsibility for independent learning and attain some of the learning outcomes during non-contact times. To support students during non-contact times and to guide them in the attainment of learning outcomes and completion of assignments, students must make use of resource-based learning. The interactive study guide and work planning, as developed and compiled by the lecturer, is necessary for providing students with assistance and guidance so that students know precisely what is expected of them, what resources to use and when. It is furthermore necessary that the assessment strategies, that are used in the teaching of Geography, support the decrease in contact time. Bigger responsibility is given to students in the assessment process and is included in self and peer group assessment of and feedback to assignments. The Geography education lecturer involved in the development of the different Geography modules must make sure that over-assessment does not take place, but that students are exposed to multiple assessment methods. Decision-making by university management on decreased contact time was probably taken without considering the full implications for learner-centred teaching. This study is an attempt to implement a learner-centred teaching approach in the Geography training of education students within the optimising of contact time between lecturer and students. A concept model for the Geography training of education students was developed to ensure the successful attainment of learning outcomes. The perception and attitudes of the students regarding the concept model in Geography-training within the optimising of contact time was analysed, after which the examination results of the students were compared with results of previous years. From the information required in the literature as well as in the implementation of the concept model in Geography training, criteria and strategies for the effective training of Geography teachers in the optimising of contact time were developed. / Thesis (Ph.D.)--North-West University, Potchefstroom Campus, 2005.

The title of the study is integrating road traffic safety education in the teaching and learning of science and technology. The overall goal of this study was to develop a tool for the integration of Traffic Safety Education (TSE) in the teaching and learning of Science and Technology in School. As such, four research questions (stated in 1.2.1 to 1.2.5) were raised on critical aspects of the problem so as to direct the course of the study to provide solutions to the problem. These research questions were formulated into the aims of the study as stated in section 1.3. To attain these aims, a literature study and interviews were conducted. Through interviews and a literature study, it was found (among other things) that: • TSE has great potential for the reduction of road accidents/ collisions, and its teaching in school will prepare our learners to be safe road users. • Science and Technology has tremendous impact on traffic safety, and the three have much in common, which does provide room for them to be integrated in school curricula. • School educators are not adequately equipped to integrate TSE in the different learning areas. Consequently, an integration model called "Multilateral learning area integration model" has been developed for the integration of TSE in the learning areas of natural science and technology (see 7.2 and 7.3for details). Eleven recommendations were made in section 8.4 on the basis of the conclusions (in section 8.3) drawn from the proceedings of interviews and the literature study. These recommendations if implemented accurately, would undoubtedly contribute to solving the problem investigated in the study. This study has therefore made a valuable contribution to laying a solid foundation for Combating the problem of high road accidents/collisions on South African roads. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2005.

The Department of Education in South Africa altered the concept of teaching and learning from a traditional method to a new outcome based approach. The new curriculum prescribes certain outcomes that the learners must successfully master. One of the outcomes Grade 9 learners must manage is to become an entrepreneur and to be able to administer the small business as a profitable unit. The school managers, educators, parents and learners of the primary schools are eager participants in Market or Entrepreneur days. However, in the secondary schools, the enthusiasm and commitment to such an event, does not exist. The teaching and learning environment between the two institutions are worlds apart and launching such a day in secondary schools, is basically impossible. As a result learners, including the Grade 9 learners, have limited opportunities, to practise their entrepreneurial skills. Despite the various attempts made by the school managers and educators to compromise, secondary school learners are deprived of chances to exercise their skills within the school's safe environment. / Educational Studies / M. Ed. (Education Management)

Summaries in Afrikaans and English / Outcomes-Based Education forms the foundation of South Africa's revised national education curriculum, known as The Revised National Curriculum Statement Grades R-9. The Van Hiele Model, developed for the teaching and learning of geometry, has already been used successfully in the school curricula of the Netherlands and Russia. Strong support for this theory exists in leading countries like America and Europe. This study has investigated the possible relationship between the Van Hiele theory and the "Revised National Curriculum Statement Grades R-9" and through critical evaluation found a great compatibility between them. Both are giving strong support for the spiral approach to mathematics education. It is recommended that all geometry learning programmes and teaching units be moulded on the Van Hiele Model. / Suid-Afrika se hersiene nasionale onderwyskurrikulum, die "Revised National Curriculum Statement Grades R-9" word deur uitkomsgebaseerde onderwys gefundeer. Die Van Hiele Model vir die onderrig en leer van meetkunde, is suksesvol in skoolkurrikula van Nederland en Rusland toegepas en geniet wye steun in lande soos Amerika en Europa. Hierdie navorsing het die moontlike verband tussen die Van Hiele raamwerk en die nuwe kurrikulum ondersoek en deur kritiese evaluering baie sterk versoenbaarheid tussen die "Revised National Curriculum Statement Grades R-9" en die Van Hiele Model gevind. Verder is ook aangetoon dat beide sterk gebruik maak van die spiraalbenadering in wiskundeonderwys. Aanbevelings in die verband is dat leerprogramme en onderrigeenhede wat die kurrikulum vir meetkunde in skole implementeer op die Van Hiele Model geskoei word. / Mathematical Sciences / M. Sc. (Mathematics Education)

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)

Curriculum development involves considerations about curriculum relevance. Thus it is necessary that the curriculum should identify with the needs of the graduate and with professional practice. This requirement shoNAt-hsa t curriculum relevance is not fixed, a view that is consistent with a dynamic, situational approach to curriculum development. The basic categories which define librarianship curriculum development are library activities, theory, innovation, teaching and learning, employers, students. lecturers. These are influential factors in curriculum relevance. Variables in curriculum content such as theory and practice affect curriculum relevance. Librarianship curriculum development should aim at relevance by integrating academic study and practice. Hence, the goal of study towards librarianship education must be focused on the activities performed in library and information services. The need for innovation in library and information services means that novel viewpoints and solutions must be practical. For example, this requirement indicates that curriculum development must take into consideration leamt attributes which are aerieral and transferable in a changing world. This is in view of the employers' requirement that graduates should have critical intellectual ability and the capability to learn rather than their just immediate attributes, skills and knowledge. With teaching and leaming there is abundant rationale for the development of more effective delivery systems than traditional lecturing. If outcome-based learning is valued, individualised, self-directed learning is a prerequisite. The practices of the task-based curriculum, with its focus on student learning and on the development of transferable skills more closely approximate the ideal approaches to librarianship education. The teaching of transferable skills is more likely to define the conditions under which critical reasoning can develop. It has an advantage over the students' abilities to learn to function in the profession outside the university and for continuous development. In this respect task-based education has much wider implications than that of simply providing students with skills. Professional practice does not always fit with the curriculum that is developed by the experts. The expert-developed curriculum also poses a problem for those who interpret it, learn it and receive the products. Thus, a strong joint partnership in which the library and the library school are both recognised in curriculum development is essential if the profession is to fulfil effectively its unique role in society.

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