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 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

Workplace English skills for Grade 9 languages in C21 argues that a most valuable contribution of any educational programme in a developing country is the imparting of (English) workplace skills to school-leavers. The Introduction ascribes, in part, the current lack of these skills in school-leavers to (British) colonial education policy which was perpetuated and aggravated by the National Party during the apartheid era and which distinguished, on racial grounds, between mental and manual labour. During South Africa’s international isolation – imposed because of its policy of apartheid and leaving it unprepared for major global economic changes – globalisation became a significant force in international commerce, creating an increased demand for workplace skills (in English) that could attract foreign capital and direct investment. The newly elected ruling party’s answer to both the socio-political and educational legacy of apartheid education was Curriculum 2005. In contrast to the National Party’s content-based curriculum, the newer outcomes-based approach to education, revised as C21, initially failed because of poor management and not because of any inherent conceptual flaws. The research methodology that Chapter One outlines is essentially traditional in its use of the scientific method although it reflects the changing face of contemporary research that is often transdisciplinary, heterogeneous, heterarchical, organisationally transient, socially accountable and reflexive. This approach enlists input from many fields and subject experts in the hope of addressing a problem in the community in which the research is conducted. The literature survey shows that this thesis contributes to the corpus of research by exploring the need and relevance of workplace skills in the context of Curriculum 2005 – an approach hitherto not explored in the context of secondary education. Chapter One also outlines the theoretical base of this study. Chapter Two focuses on resolving conceptual obstacles to integrating workplace skills into the outcomes-based language teaching context. Work is described as a phenomenon that comprises both process and product, thus bridging the conceptual chasm that traditionally separates the classroom from the workplace. A brief overview of the structure of Curriculum 2005/C21 shows that this curriculum does not conflict, conceptually, with the teaching of workplace skills. The focus then shifts to the identification of those workplace and workplace literacy skills that are currently in demand and that are in harmony with the fundamental principles of this curriculum design. Chapter Three illustrates the fact that workplace skills do not conflict with generally accepted communicative principles of language teaching. A tentative theory of workplace skills that comprises the principles of the newest curriculum, Curriculum 2005, workplace skills and communicative and task-based English language teaching is proposed. Chapter Four offers a model that can be used to design workplace literacy activities for the language classroom. Two tasks are designed according to this model, then tested in the classroom and, finally, subjected to analysis. The data analysis reveals certain weaknesses in the model. Changes to the model are proposed. The study closes with a synopsis of the argument in each chapter. Finally, the evaluation also briefly describes alternative research avenues. / Thesis (Doctor Litterarum (English))--University of Pretoria, 2006. / English / unrestricted

This study examines the strategies used by facilitators at Adult Basic Education and Training Centre in order to determine whether the facilitators are responsive to adult learning principle and practices. If inappropriate strategies for the facilitation of learning are used, adult learners are likely to become bored, frustrated, overwhelmed or unable to cope with the challenges of learning. This may contribute to the high drop-out rate that many adult education programmes face. The failure to retain adult learners in ABET programmes may result in adult learners relapsing into illiteracy, which then poses a problem as the overarching goal of the South African government is to eradicate illiteracy. This study aims at answering the following research questions: <ul> <li>What are the perceptions of adult learners of the facilitation of learning in the programmes they are enrolled for?</li> <li>What are the strategies used by ABET facilitators to promote cooperative learning?</il> <li>How do ABET facilitators promote self-directed learning among adult learners?</li> </ul> The theoretical framework on which this study is based is constructivism. Constructivist theory advocates a paradigm shift from traditional methods of teaching to a more learner-centred approach of instruction and learning. Thus, constructivist theory embraces Outcomes-based Education that emphasises that active participation by learners should be the backbone of all learning activities. Both facilitators and learners are required to focus on the outcomes that should be achieved during each learning activity. This study employs a mixed-methods approach that includes quantitative and qualitative research methods. The research design for this study is the case study method. The population of this study comprises adult learners and facilitators at Gaegolelwe Adult Centre. A simple random sampling was used to select forty-seven adult learners to participate in this study. Convenience sampling was used to select 4 facilitators. The methods of data collection used were questionnaires, semi-structured interviews and observations. The findings of this study are the following: <ul> <li>Facilitators at Gaegolelwe Adult Centre cater moderately for learners with different learning styles.</li> <li>Learners are engaged in different learning activities, such as completing tasks individually, in pairs or in groups and are involved in research orientated activities in order to discover things for themselves.</li> <li>Facilitators promote active participation during learning opportunities.</li> <li>Most adult learners demonstrate responsibility towards their own work. However, some do not, and this may be attributed to many competing social roles that must be balanced against the demands of learning.</li> <li>Learners are challenged to develop critical thinking, problem-solving and higher order reasoning skills.</li> <li>Cooperative learning as one strategy of facilitating learning is not utilised to the maximum.</li> <li>It has been observed that the lecture method is predominantly used by facilitators; this is not in line with constructivist learning theory as the latter emphasises the use of different methods of facilitation in order to accommodate learners with diverse learning styles.</li> </ul> The following recommendations have been made: <ul> <li>Facilitators with extensive teaching experience should be engaged to facilitate adult learning. However, they should be educated and trained in methods of facilitating adult learners.</li> <li>Male adults need to be mobilised through mass literacy campaigns to join ABET programmes.</li> <li>Learners should be given the opportunity to make an input in the development of strategies for facilitating learning.</li></ul> Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Early Childhood Education / unrestricted

Since the implementation of Curriculum 2005 and the Revised National Curriculum Statement (RNCS) in 2004, educators seem unsure of how to manage teaching and learning in the classroom. They find it difficult to develop their own teaching style, display leadership in class, plan and organize effectively to optimize teaching and learning experiences for their learners. The RNCS moved away from homogeneous ability grouping to heterogeneous grouping. Emphasis is placed on the acceptance of individual needs and differences, and equal learning opportunities. Large class groups and masses of administration have left educators with little time to spend with individuals. Group work seems to be the answer and a popular way to organize class work, especially if the educator controls the action well, but learners have minimal contact with the educator who mainly supervises and little cognitive development or interchange happens. Learners sit in groups, but mostly do not work collaboratively as groups. They talk to each other, but work as individuals. The aim of this qualitative study at a parallel medium primary school was to determine the utilization of co-operative learning in the management of a productive Grade 3 class. The results of the study were compared with findings of a similar Dutch study conducted by Veenman, Kenter&Post in 2000. Data was collected through observation, a semi-structured educator interview, and semi-structured group interviews with Grade 3 learners, randomly selected from a class list, the educator’s reflection on group formation, official documents like lesson plans and written assignments of learners based on two open questions put to them. From the study it is clear that the aim of co-operative learning is to empower learners to gain confidence, develop to their full potential to become responsible and disciplined citizens of our democratic society. To reach these goals, educators should fully understand co-operative learning implement it in a structured and well-planned manner. As educational leader in a productive classroom the educator needs to be well organized, creating a culture of teaching and learning in class. Learners, exposed to harmonious classroom relationships in a well-managed productive classroom where participation of all members are encouraged and valued and open communication is part of daily processes in class, will participate freely, be resourceful, happy, helpful and co-operative and be able to make the most of co-operative learning approaches in class through responsible, enthusiastic and confident participation. / Dissertation (MEd (Education Management Law and Policy))--University of Pretoria, 2007. / Education Management and Policy Studies / MEd / unrestricted

The aim of this study is, firstly, to determine if there is a difference in the perceptions of academic staff members and students concerning the purpose of their actual assessment practices. Secondly, the aim of the study is to identify what the challenges are that may influence the implementation of effective assessment practices. A case study design, involving the academic staff and students within the Baccalaureus Educationis (BEd) Early Childhood Development, Foundation Phase Programme in the Faculty of Education, University of Pretoria, was used. The sample consisted of 30 academic staff members and 114 third-year students who each completed a standardised questionnaire (quantitative data), to get a broader idea of their perceptions and understanding of the purpose of assessment practices. The questionnaire was followed up by face to face interviews (qualitative data) with three staff members and three students in order to validate and supplement the quantitative data. The method employed to analyse the collected data was a concurrent nested, mixed method design. The quantitative data analyses were done using SPSS computer software to determine the frequencies for both staff and students’ perceptions. Statistical data analyses were also performed using a non-parametric chi-square technique. The collected qualitative data was first analysed using manifest and content data analysis. Codes had been developed after which the data was further analysed using SPSS computer software to determine the frequencies for both staff and students’ perceptions. The standards model which represents assessment reform (enquiry or outcomes-based assessment) and the measurement model (traditional assessment) were used as framework to interpret the collected data. The results of my study showed that both academic staff and students perceived the main purpose of assessment as developmental or formative. However, the stated importance of the formative purpose of assessment was not evident in the practice of academic staff. For example, academic staff reported that within their assessment practices, assessment either took place at the beginning of the module, sometimes during the module, but mostly at the end of the module. Furthermore, staff reported that within their assessment practices, self- and peer-assessment and feedback were infrequent occurrences and that feedback to students was almost never followed up with actions. Academic staff perceived the biggest challenge for effective assessment practice to be large class sizes, while students perceived the biggest challenge to be the reliability of assessment, including marking reliability and assessor reliability. I concluded that the standards model of assessment is the desirable model in formal education and especially Higher Education, because it attempts to reflect what has been learned in criterion referenced terms. However, in this study, as well as in the Maclellan study (2001) and LOAP study (Fun, 2005), academic staff declared a commitment to formative purposes of assessment, but students perceived that staff engages in practices that were not in line with the standards model of assessment. / Dissertation (MEd)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

Life skills education and training programmes, which offer skills to help people cope with everyday life, have in recent years become a highly popular method of intervention and prevention in social work. It is a proactive method and supports the developmental approach of social welfare. The research entailed the development, implementation and evaluation of the Personal and Interpersonal Life Skills Programme. The intervention research model was employed as foundation for the design and development of the programme and the ecological perspective as the theoretical framework. The study highlighted the school as an appropriate context within which to improve the life skills of learners. The main goal of the study was to develop and implement a personal and interpersonal life skills programme for Grade 7 learners in the senior phase of a school, and to evaluate whether participation in the life skills programme would lead to personal growth (self-empowerment) and social competence and thus contribute to the optimal social functioning of children in the classroom, school, family and community (capacity building). A descriptive design with a quasi-experiment, the one-group pre-test-post-test experiment, was used in this study. A non-parametric statistical test was utilized because the data was measured on an ordinal scale (Wilcoxon signed-rank test). The Life Skills Programme was implemented over twelve sessions, lasting about one-and-a-half hours, held twice weekly over a period of six weeks. Using experiential learning within the groupwork method, the programme was subsequently implemented with Grade 7 learners at a traditional black primary school in Pretoria and their ages varied from approximately 12 to 16 years. Forty learners constituted the sample in the study and a non-probability sampling procedure was used. In the school context it is expected that the social worker will include all learners in the classroom (classroom intervention). The sample was divided in six smaller groups with 5 to 7 learners in each group. The study found that the Personal and Interpersonal Life Skills Programme had a statistically highly significant effect (all items = p value ¡Ü 0.01) on the personal and interpersonal life skills development of the Grade 7 learners in the senior phase of the General Education and Training Band in the particular primary school. It is recommended that this intervention programme be implemented and facilitated by a social worker who is part of the multidisciplinary education support personnel. Copyright 2002, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Bender, CJG 2002, A life skills programme for learners in the senior phase : a social work perspective, MA dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-011222002-110633 / > / Thesis (MA (Social Work))--University of Pretoria, 2004. / Social Work and Criminology / Unrestricted