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)

Magister Educationis - MEd / This research study, which is a case study, investigates strategies employed by educators to enhance the culture of teaching, learning and values in a Grade 12 Geography classroom in a secondary school in the Western Cape. In the contemporary school context educators are experiencing an increasingly challenging time to ensure learner achievement, participation and general interest in their school work. As Geography educator, I often grappled with the issues of low achievement and interest levels among learners. I realised that unless educators • employ effective strategies to develop resilient learners; • change their classroom practice to suit learner needs; • involve learners in decisions regarding their education; and • show a genuine interest in learners the demands and challenges would not be diminished. I conducted a local and global literature review on enhancing a culture of teaching and learning in the Geography classroom as well as a case study carried out by Grade 12 educators and learners at a secondary school in the Western Cape. The research study was an attempt to explore possible solutions to the challenges in the classroom. It focused on an initiative by the Grade 12 educators and learners in pursuit of more creative ways of dealing with Geography content. The research study was qualitative in nature and aimed to investigate strategies educators could employ to enhance a culture of teaching, learning and values in the Geography classroom. The research approach was interpretive and the design was a case study. Interviews, questionnaires and observations were used to collect the required data. The data collected shows that through this project, learners were sensitized on human rights and values issues. They discovered that learning could be an enjoyable experience. The skills, knowledge and values emerging from this project were invaluable, since it changed the way learners viewed the learning experience. The focus was particularly on the Further Education and Training Geography curricular experience. Over the past decade, challenges pertaining to learners’ attitudes to education have intensified. The factors impacting on learner achievement and attitudes are extensive, especially in impoverished and historically deprived communities. In modern society social evils like alcoholism, drug abuse, gangsterism and the associated violence and criminal behaviour are taking their toll. A direct consequence of societal moral decay manifests itself in behavioural problems e.g. aggressive behaviour, vandalism and general ill-discipline. The implementation of the new National Curriculum Statement has also impacted extensively on educators and learners alike. For many educators who were set in conventional methodologies, the process was complicated and difficult to adapt to. The new curriculum poses unique challenges with regard to planning, self discipline and work ethos. It has been associated with a total change in the approach towards teaching and learning. Many educators found it difficult to adapt to the new way of managing the curriculum. Evidence from the data confirmed that educators were willing to employ different strategies to address and improve learner performance. However, the appropriate conditions of teaching and learning are often non-existent. Barriers to teaching and learning need to be addressed efficiently to ensure a supportive and enabling learning environment. The data also showed that educators achieved more through this strategy than initially envisaged. This would pave the way for other initiatives and strategies to ensure improved classroom practice and subsequently enhance the culture of teaching, learning and values.

This study investigated the integration of computer-assisted education (CAE) at Butterworth High School. Before 1994, may areas of the Eastern Cape remained neglected as far as education was concerned. However, with the advent of democracy, the new government is giving high priority to education to both the formerly privileged and underprivileged areas. This study investigated the extent to Butterworth High School has integrated CAE into its school curricula and the problems if any, that are preventing this school from becoming a full-fledged CAE school with their possible solutions. To appraise the integration of computer-assisted education at Butterworth High School the Evolutionary Model developed by Miller (1997) was adopted. Recommendations for further integration were made. / Dissertation (MEd (Computer-Assisted Education))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

Music Education as part of the learning area Arts and Culture is far from satisfactory in South African schools. Reasons for this include a highly sophisticated and complex curriculum (the revised National Curriculum Statement, 2002); the integration of four discrete arts forms into one learning area; and teacher training which is not always reflective of the teaching profession’s demands. The study was based on a mixed method design, investigating how teachers in best scenario schools implement music as part of the integrated learning area Arts and Culture. Interviews were held with various stakeholders in Music Education, including teachers currently involved with the presentation of the Arts and Culture learning area, lecturers at universities training students for Music Education, and policy makers such as subject advisors in the Arts and Culture learning area. Data was also collected by analysing commercially available resources for this learning area. Analysis of the data obtained revealed that few teachers in the Arts and Culture learning area are qualified in more than one art form. A major concern is that music is often omitted from regular classroom activities in the Foundation Phase due to teachers feeling pressurised by multiple assessment standards in learning areas such as Literacy and Numeracy. Another finding in all primary school phases was that the time spent on Music Education was far less than that spent on Visual Arts. Learners are often involved in projects collecting knowledge about music, but seldom involved in active music making experiences. Aspects such as different ways to integrate the arts into one learning area, generalist/specialist teacher training, as well as issues concerning product, process and performance during the delivery of the arts, were also investigated. The researcher drew from all the data to design a course for teacher training in Music Education as part of the learning area Arts and Culture. Recommendations include regular in-service teacher training courses; nationwide co-ordination of teacher training programmes and the establishment of a national council for Music Education. An urgent need for appropriate lesson material in Arts and Culture was also identified, including CDs with songs and backtracks. / Thesis (DMus)--University of Pretoria, 2009. / Music / unrestricted

The South African education system has experienced a paradigm shift from content-based education towards an outcomes-based education. The focus of outcomes-based education is a learner-centred approach. The criteria that learners should adhere to at the end of their school career are that they should be productive, successful lifelong learners. To achieve these criteria, learners should be able to maximise their own potential. The world of work requires learners to easily adapt and function effectively in groups and to have the ability to achieve the set criteria. This means that the world of work demands productive, critical, independent learners who are able to express themselves and communicate effectively within social situations. The question that arises is whether learners within the South African context have the ability to create opportunities to claim ownership and take responsibility for their own learning. The focus of this research is therefore on the role of maximising human potential as determined by the need of South African learners to be empowered and well prepared for the demands of the world of work. The literature pertaining to the nature, phenomenon and process of maximising of human potential is briefly examined and the fundamentals are identified. Maximising of human potential is contextualised as a component of the educational phenomenon. An observation study of two classgroups consisting of grade 8 and grade 10 learners respectively from the same school was undertaken in order to identify and determine whether learners within a realistic, diverse school setting are capable of maximising their own potential. Profiles were compiled to underline the socio-economic background of each learner and to serve as a mechanism to indicate and underline diversity in the classroom. Interviews with teachers and learners served as cross-validation of these results. The results revealed that learners from the school were demotivated with regard to maximising their potential. As a qualitative study, the final results indicated trends that may be generalised to similar classrooms. The phenomenon of maximising of human potential is based on the principle of outcomes-based education and should be the focus of learning in every classroom. Guidelines and models for a facilitator training programme in maximising human potential are suggested. The findings of the study indicate that by virtue of the fact that the teaching and learning process is to be approached from a new angle, teachers first need to have a changed perspective or execute a philosophical leap before they are able to maximise the potential of learners in the classroom. Recommendations for the future include, amongst others, that the teacher should be seen as a facilitator of opportunities for learner contributions; that because of the new and exciting demands made on the teacher by this approach, knowledge and expertise regarding maximising of human potential as didactic practice should be made available; that a longitudinal observation study of teachers who received such training, and their pupils, is undertaken as a follow-up study in order to evaluate the results of the training; and that further research is undertaken locally as well as in other countries where the maximising of human potential in language as learning phenomenon is already being practiced. / Dissertation (MEd (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

AIM AND OBJECTIVES The investigation aimed to determine how the learning of the life sciences is facilitated (mediated) in special schools for blind learners and to establish how the lessons learnt from this experience could be implemented to the advantage of blind learners in the Senior Phase and Further Education and Training Band in inclusive Outcomes-based education settings. METHODOLOGY Educators and blind learners were interviewed through the use of the Qualitative Inquiry methodology as well as its techniques and strategies for data gathering. Analysis of the transcripts resulted in the development of themes/codes discussed in the research investigation. RESULTS Educators spent a good amount of time and effort with blind learners in the biology and life sciences classrooms. It appeared as if the pastoral role of the educator predominantly exceeded the teaching of biology and life sciences to these learners. Further, it became evident that the emphasis did not fall strongly enough on the achievement of the outcomes envisaged with the biology curriculum but more on the establishment of a caring and supportive classroom environment. CONCLUSIONS Biology and other life sciences subjects have much potential for the blind learners in South Africa but they are not offered at some of the schools or efficiently mediated due to educators’ reluctance, lack of knowledge and resources. Learning mediation strategies to make biology and life sciences more accessible to blind learners could be explored. / Thesis (PhD (Curriculum and Instructional Design and Development))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

Philosophiae Doctor - PhD / This thesis examines the way in which the recognition of diversity can be applied as a strategy in South African education to erode the bitter legacy of colonial education. The establishment of formal education, built on a western foundation, was set up against a background of colonisation as a process aimed at political subjugation and economic exploitation. It is especially how education was utilised as a tool of colonisation in order to facilitate the above-mentioned subjugation and exploitation through a process of cultural subjugation that will be placed under the spotlight. In chapter three, the process of cultural subjugation outlined in chapter two, is related to the establishment and development of colonial education in South Africa and also how Apartheid was a form of internal colonialism with apartheid education continuing the process of cultural subjugation for political control and economic exploitation. Colonial subjugation was, however, not passively accepted by the subjugated. From the outset, subjugation spawned resistance and would eventually grow into large-scale opposition aimed at the overall casting off of the colonial yoke. This opposition eventually led to the political freedom of 1994. The political freedom of 1994 and the judicial framework for the dismantling of the legacy of colonial education would not, on its own or overnight, be able to dismantle the effects of centuries of subjugation. The dismantling of the inheritance of colonialism, together with colonial education, requires deliberate and constructive action. Such a process will have to include putting an end to the subjugation of the numerous voices characteristic of South Africa. Ending this subjugation does not mean the continuation of a position alongside and beneath a socially constructed dominant, but rather a process (a struggle?) where it can take its place impartially, alongside and equal to other voices in the greater diverse whole. It is against the above background that teaching strategies for the handling of diversity will be critically examined and for which recommendations are made for strategies, within the South African context, through which the dismantling of the colonial legacy of cultural subjugation for political control and economic exploitation can take place.

Current literature on teaching research methodology in the social sciences points to the changing nature of our world in terms of its complexity and diversity and how this affects the way in which we search for answers to related problems. New ways of approaching research problems that relate to the demands of practice need to be explored, which is in contrast with the ‘either-or’ world we coach our students for, that is to be either qualitative or quantitative researchers. Also, educational policy reform in South Africa has sought to address the issue of real-life relevance of curricula, and specifically, reformists have turned to proponents of Mode 2 knowledge to inform initiatives for change. This means that tertiary institutions will have to adjust the way in which they deliver education to future generations of South Africans. The aim of this study was to map the content of undergraduate research methodology courses at South African universities and to explore the beliefs held by some academics that inform the way in which these courses are constructed. Critical theory allowed the researcher to search for unequal distributions of power and is defined in this study in its oppressive role, that is, its productive ability to bring about inequalities and human suffering. As some critical social theorists embrace specific, and at times divergent, methodologies, a pluralistic approach, based on Habermas’ idea of the relative legitimacy of all theories and methods, was used to. The study revealed that there is a heavy reliance on the methods that are traditionally linked to the positivist paradigm. It also revealed that alternate paradigms focusing on philosophies that dictate the use of qualitative methods are increasingly included in methodology courses and juxtaposed against or used to supplement positivist approaches to research. As academics may struggle to let go of traditional paradigms, they may find a compromise in presenting both. By acknowledging the limitations of past curricula, academics actively seek to change these discourses, but by doing so they may be instituting new hegemonies. One of the findings of this study is thus that distinctions about the content of research courses are being made on a methodological level instead of also acknowledging the epistemological and pragmatic grounds for making choices. Moreover, it is argued that the consensus achieved regarding the curriculum for a research course is the result of conversations held between academics in an ideal speech situation that excludes other significant voices. The lecturers' dominance over the students is maintained in the dialogical activities that they undertake with colleagues that confirm their position of authority in academic society. Students recognise this authority and consent to it. It is proposed that the way forward for curriculum construction lies in establishing academic communities of practice that should be viewed as the type of university that Habermas would advocate: where academics need to share power and be open to the challenges that they face such as negotiating what is accepted as knowledge. / Thesis (DPhil (Psychology))--University of Pretoria, 2005. / Psychology / unrestricted