Outcomes Based Education (OBE), has been, since its inception, fraught with problems. OBE in its very nature is complex. To fully embrace this method and ensure its success, schools must be able to make the necessary paradigm shift. This can only be achieved when schools receive relevant and empowering training, support and development. In other words, organisational development must be the key words. The aim of this study is to explore the impact of organisational development interventions on the implementation of OBE. The case study method was employed where it was realised that schools that received organisational development interventions, together with Outcomes Based Education, were able to implement this method with greater understanding, skill, and confidence. The investigation recommends an organisational development design that could be used instead of the cascade model, and provides suggestions on what can be done to ensure a more successful implementation process. / Educational Studies / M. Ed (Education Management)

Text in Afrikaans with summaries in Afrikaans and English / This study addresses the problem of the lack of an assessment model for the reception year that is theoretically grounded and can be implemented in practice by developing an outcomes-based assessment model. Assessment in an outcomes-based approach moves from an evaluative model to a model designed to appraise the learner's development and learning. Learners are assessed continuously and in an holistic manner by means of multiple methods that are part of the daily facilitation of learning. Following an introductory orientation (chapter 1), it is indicated that despite the radical transformation in education there are as yet few signs of any direct impact on assessment practices in the reception year. The importance of assessment in an outcomes-based model is firmly rooted in official policies but its implementation in practice is problematic. Assessment in the reception year is also complicated by problems in teaching practice. The unique nature of outcomes-based teaching is analysed in depth in chapter 2 in order to draw up theoretical guidelines on which to base the assessment model. The theoretical reflection in chapter 3 provides answers to the question: "Why should assessment take place?" The question is answered after considering the distinctive nature of and main reasons for reception year teaching. In an outcomes-based teaching approach it is particularly important to answer this question because assessment is more than simply evaluating the extent to which demarcated contents have been mastered. Chapter 4 explores authentic assessment methods that accommodate the unique nature of reception year teaching and an outcomes-based approach. Methods such as parent interviews, portfolios of learners' work and observation by means of incident records, checklists and participation charts are appropriate assessment methods. The points at which assessment information is collected and how it is interpreted and communicated are also examined. The proposed model, based on the theoretical findings, was presented to experts in the field of early childhood development for their input on its practical implementability. It was found that the model can be implemented in practice, provided in-service training is provided. The final chapter of the study consists of a summary, findings and recommendations regarding the practical implementation of the assessment model in the reception year. / Educational Studies / D.Ed. (Teacher Education)

In the past decade, education has undergone fundamental changes, such as the simultaneous implementation of Outcomes-based Education and Inclusive Education. A study of different sources has led me to realise that many teachers lack the skills needed to cope with a diversity of learners in their classrooms, which results directly and indirectly in a drop in teacher morale, which in turn causes emotional problems like stress and a lack of motivation. This has a spill-over effect on the learners in their classes, who have no role model for their emotional development and often have weak results. I argued that proof exists that music can alleviate stress, while creative skills can help teachers to better cope with their emotions and develop more effective problem-solving skills, which will help them to attain emotional stability and better academic results in the inclusive classroom. The purpose of the study was to determine how to design an effective continuous learning programme for distance education. The purpose of the programme is to train teachers to use music creatively to support learners experiencing learning difficulties. The information obtained by means of a literature study was used to develop the first draft of the programme, Music for All. After the first draft of the programme had been developed, the skills of experts in the fields of creativity, music and materials development in open and distance learning were utilised to evaluate the programme. This was done by applying the principles of the Delphi Method to ensure a sound theoretical and practical base for the course. A summary of the aspects that should be considered when developing such a programme (as identified during the literature study and through the evaluation by experts) was put forward and it was concluded that the knowledge and experience of the experts greatly enhanced the practical value of the programme. / Educational Studies / D.Ed. (Inclusive Education)

The main aim of this study was to attempt to establish by the use of an environmental specific Personal Growth Programme, whether it is possible to assist students towards a more ‘holistic’ personal formation. It also aimed to investigate whether a move away from traditional education in the form of alternative or parallel programmes, would assist in bringing about an integrated individual, who is more capable of dealing with life as a whole (Krishnamurti 1953). The research was undertaken with adult students between the ages of 21 and 60, at the multi-cultural and extremely diverse residential theological College of the Transfiguration, in Grahamstown in the Eastern Cape Province. An overview of Holistic and Mainstream education was explored in this study, which included also the challenges and influences which each type of education faces. The study then went on to investigate whether it is possible to bridge the gap that exists between holistic and mainstream education using various methods of alternative education. In the qualitative study, the Personal Growth Programme Annual Review Questionnaire was used to obtain feedback from the students to assess the usefulness of the Personal Growth Programme in their journey towards wholeness. This, together with the student’s responses from the in-depth interviews were used to ascertain the study’s limitations, credibility, transferability, dependability and confirmability.

The Reception Year (Grade R) classroom is the educational setting for lifelong learning to take place. The Reception Year teacher is primarily involved in equipping the young child with care and education. Quality education calls for trained teachers with diverse, intense training; teachers who would use their knowledge, skills and attitudes to lead the child to ultimately reach his/her full potential in the classroom setting through the curriculum. This study investigates what constitutes and influences quality teaching in the Reception Year classroom. The investigation includes a literature review and empirical research using quantitative research approaches and expands on the role of the Reception Year teacher with regards to the child in totality, Grade R curriculum and outcomes-based education. Findings show that teachers with specialised qualifications in early childhood education bring to the Grade R classroom relevant skills, knowledge and attitudes that affect the young child’s developmental needs. / Teacher Education / M.Ed. (Didactics)

The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study recognizes the new assessment approach as an important component in the teaching and learning process because assessment provides teachers with information that is significant in decision making in the classroom. The study also discusses the launch of the modern standards movement and its roots in the back-to-basics movement and the reasons behind its formation. It also discusses the concept of alignment and its links with the two well-known taxonomies of learning. The study also embarks on data v analysis which brings forth findings that help develop recommendations and future research possibilities. / Linguistics / M. Ed. (Didactics)

Summaries in Afrikaans and English / In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek. Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook ondersoek. Die opvoedkundiges is onder meer: • Plato (427-347 vC) • Marcus Fabius Quintilianus (35-100 nC) • Aurelius Augustinus (354-430 nC) • Desiderius Erasmus (1466-1536 nC) • Johan Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori ( 1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke) tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en uitgebou is. Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme van demokratiese wesenskenmerke en aanbevelings met betrekking tot die kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak. / In this study the origin and development of democracy in education through the ages is traced in terms of a historico-educational examination of the ideas and practices of about ten educationists. The new outcomes-based education and learning approach in South Africa is also examined. The educationists are inter alia: • Plato (427-347 BC) • Marcus Fabius Quintilian (35-100 AD) • Aurelius Augustine (354-430 AD) • Desiderius Erasmus (1466-1536 AD) • John Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori (1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) It was found that democracy in educational theory and practice was addressed, established and developed since ancient times (the ancient Greeks) right up to the present. Finally, the educational philosophy and practices of these educationists as well as the outcomes-based educational approach in South Africa are examined in terms of their essential democratic features and recommendations are made regarding the present education system in South Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Van der Horst, H van R. / With the introduction in 1998 of Outcomes-Based Education in South Africa, educators will no longer be passive recipients of a curriculum developed within the ivory towers of a Department of Education. Curriculum development will be the task of every educator at the site of delivery. Media articles have painted a gloomy picture of the calibre of educator expected to manage the demands of Outcomes-Based Education. The researcher is of the opinion that there are many dedicated educators willing to accept the historic nature of the journey which lies ahead of them, and who, with the adoption of an encouraging, supportive approach to professional development, will be willing to work with, adapt, modify and improve the Outcomes-Based curriculum presented to them. Educators need to assume responsibility for the professional development of Learning Programmes and the learner support materials to ensure that learners get to grips with the new curriculum. This task can be achieved through high-quality in-service education, training and re-training of educators. This study describes workshops developed by the researcher to familiarise the educators with the Specific Outcomes Framework of Curriculum 2005, and to develop an in-depth understanding of the Specific Outcomes without which, the educators would be at a loss to develop meaningful Learning Programmes. Examples of Learning Programmes developed by some of the participating educators over a period of twelve months indicate the levels of proficiency attained through close monitoring and assistance offered by the researcher. Outcomes-Based Education has been successful where all involved have taken on the challenge to do their best and as we collectively strive to improve the standard of education in South Africa, let us, in the words of Jane Hofmeyer (Article (b),Sunday Times, 25/10/98), "look forward to the day when every child as an educational birthright, can claim access to competent, caring and committed teachers and schools that are organised for success." / Curriculum and Instructional Studies / D. Ed. (Didactics)

The researcher thinks that there is a need to assess learning programmes for the Senior Phase learners at Environmental Education Centres (EEC' s) in Mpumalanga in order to ensure that resources provided by the Department of Agriculture Conservation and Environment in Mpumalanga(DACEM) are utilized for what they are intended. Thus the dissertation investigation is about whether learning programmes for the Senior Phase learners in Mpumalanga are assessed for their quality, namely, effectiveness and relevancy within the Outcomes-Based Education (OBE) system. Each directorate or section of the Mpumalangas' Department of Agriculture Conservation and Environment is obliged to ensure that appropriate policy guidelines are put in place to assist Environmental Officers (EO' s) to implement the Core Functions of the Environmental Education (EE) Directorate. Sometimes EO's need assistance in implementing policy guidelines. In this investigation EO' s were provided with an opportunity to translate policy into action by participating in the workshops conducted by the researcher. The participation of the EO' s meant that they had to learn how to develop learning programmes that are strongly guided by the EE Directorate's policy guidelines and Core Functions. / Educational Studies / M. Ed. (Environmental Education)

This study focused on curriculum development in biology education. It was based on the present biology curricula from grade 10-12. The purpose of the study was to investigate the attitudes of secondary school learners towards involvement in curriculum development and specific biology content areas of all three grades. The assumption was that future curriculum planning and development in science (biology) education should consider learners' preferences, interests and needs. For the empirical investigation, a sample of 666 grades 10, 11 and 12 learners from three different school types (rural, ex-model C and private schools) in the Northern Province completed an attitude questionnaire. Statistical analysis of the results led to the following findings, amongst others. • With regard to willingness to be involved in curriculum development, the results were as follows: (a) Significant differences were found between learners when age and school type were used as moderator variables. (b) No significant differences were found when grade and gender were used as moderator variables. Regarding the attitudes of learners towards involvement in curriculum development and specific biology content, some low but significant relationships and a number of significant differences were found between learners' attitudes towards involvement in curriculum development and specific biology content for all the grades. In each instance, age, gender and school type were also taken into consideration. These findings suggest a complete and significant restructuring of the biology curriculum in secondary schools. A learner-centred curriculum design that actively involves learners in decision-making will consider the needs and interests of learners. This is seen as appropriate in an outcomes-based approach and may lead to more motivated learners. / Psychology of Education / D. Ed. (Department of Psychology of Education)