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'n Analise van die "Revised National Curriculum Statement Grades R - 9 (Schools)" se Meetkunde in die lig van die Van Hiele modelWillemse, Margaretha Louisa 28 February 2005 (has links)
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)
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An investigation of the implementation of outcomes based education in selected secondary schools in BushbuckridgeSimelane, Sinana Gladys 02 1900 (has links)
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))
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Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practicesMakina, Blandina Tabitha 08 1900 (has links)
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)
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Geletterdheidsgereedmakingsprogram en die implikasies daarvan vir skoolgereedheid : 'n sielkundig-opvoedkundige perspektief / A literacy preparatory programme and its implications for school readiness : an psychological-educational perspectivePretorius, Ursula 11 1900 (has links)
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)
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Teachers, assessment and outcomes-based education: a philosophical enquirySlamat, Jerome Albert 12 1900 (has links)
Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2009 / ENGLISH ABSTRACT: The core question that is addressed in this dissertation is: “How can we think differently about education in order to transcend the predicament that outcomes-based assessment poses for teachers and the practice of teaching?”
This question is addressed against the background of my own narrative and experience in education in South Africa and in dialogue with the ideas of a number of contemporary philosophers. I assume an internal link between the outcomes-based discourse and its attendant assessment system. I argue that although outcomes-based education is proclaimed to be a progressive pedagogy, an alternative argument can be made that characterises it as an old behaviourist, management theory, overlain by a new policy technology called performativity. Thereafter, I engage critically with outcomes-based assessment as a prime example of performativity. In the next step I explore the ways in which outcomes-based assessment poses a predicament to teachers and to the practice of teaching.
I then construct an alternative view of education that, in my opinion, provides a way to transcend the predicament that outcomes-based assessment poses for teachers and the practice of teaching. I also compare my alternative view of education with a new notion of education as therapy and standing in need of therapy, which is also presented as an alternative to instrumental approaches to education. Thereafter I consider the implications of my alternative view of education for teachers and assessment.
I consider potential critiques against my argument at various stages in this dissertation. In the final chapter, I anticipate five more potential critiques against the argument developed in this dissertation and give initial responses to these. At the end of this dissertation I extend an invitation to deliberation in the spirit of my alternative view of education. / AFRIKAANSE OPSOMMING: Die kernvraag wat in hierdie proefskrif aan bod kom, is: “Hoe kan ons anders dink oor onderwys sodat die penarie wat uitkomsgebaseerde assessering vir onderwysers en die onderwyspraktyk meebring, oorkom kan word?
Die vraag word beredeneer teen die agtergrond van my eie narratief en ervaring in onderwys in Suid-Afrika en in dialoog met die idees van ’n aantal kontemporêre filosowe. Ek veronderstel ’n interne skakel tussen die uitkomsgebaseerde diskoers en die verbandhoudende assesseringstelsel. Ek voer aan dat hoewel uitkomsgebaseerde onderwys as ’n progressiewe pedagogie voorgehou word, ’n alternatiewe argument gemaak kan word wat dit as ’n ou, behavioristiese bestuursteorie beskryf, wat oordek is met ’n nuwe beleidstegnologie genaamd performatiwiteit. Daarna gaan ek krities om met uitkomsgebaseerde assessering as ’n primêre voorbeeld van performatiwiteit. In die volgende stap verken ek die maniere waarop uitkomsgebaseerde assessering ’n penarie vir onderwysers en die onderwyspraktyk voorhou.
Ek ontwikkel dan ’n alternatiewe beskouing van opvoeding wat, na my mening, ’n manier verskaf om die penarie wat assessering vir onderwysers en die onderwyspraktyk veroorsaak, te oorkom. Ek vergelyk ook my alternatiewe beskouing van onderwys met ’n nuwe konsep van onderwys as terapie en as behoeftig aan terapie, wat ook as ’n alternatief vir instrumentele benaderings tot onderwys aangebied word. Daarna oorweeg ek die implikasies van my alternatiewe beskouing van onderwys vir onderwysers en assessering.
Ek oorweeg op verskillende stadiums in hierdie proefskrif potensiële punte van kritiek teen my argument. In die laaste hoofstuk antisipeer ek vyf bykomende potensiële punte van kritiek teen die argument wat in hierdie proefskrif ontwikkel is en gee aanvanklike reaksies daarop. Teen die einde van hierdie proefskrif rig ek ’n uitnodiging tot beraadslaging in die gees van my alternatiewe beskouing van opvoeding.
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The role of beliefs, conceptualisations and experiences of OBE in teaching practiceRamukumba, Mokholelana Margaret 12 1900 (has links)
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / Bibliography / The implementation of OBE has significant implications for teachers’ work; adopting an
OBE approach entails reconstruction of professional knowledge and a redefinition of
planning procedures, teaching approaches and assessment practices. A teacher attempting to
make sense of OBE, learning outcomes, assessment standards, band levels, NQF, etc. will
inevitably bring his/her worldviews, past experiences and beliefs into the process of
teaching and learning, and would also need to engage with new concepts to keep track of
the changes in meaning and priorities. Within this changing education scenario OBE, as an
initiative, offers opportunities for new pedagogies to flourish, marking a departure from the
safe haven of traditional pedagogy. Therefore a perspective on teachers’ beliefs regarding
OBE can provide an alternative interpretive lens for researchers through understanding
teachers’ actions and thoughts.
Purpose: The aim was to examine strategies teachers employ in their classrooms in response
to their beliefs about OBE. Teachers’ epistemological beliefs were explored and linked to
OBE pedagogical frameworks and classroom management practices. Their belief systems
were divided into three categories – the teachers’ views about OBE, mathematics knowledge,
and the teaching and learning of mathematics. This study was based on the belief that
conceptions are specific meanings given to phenomena, derived from different experiences
involved in helping individuals make sense of their world. Furthermore, those worldviews in
turn influence how new information is perceived.
Methodology: The researcher adopted a qualitative exploratory design. The method of choice
for this study was a combination of elements of phenomenology and ethnography. Nineteen
teachers were interviewed and observed. The sample was drawn from two former Model C
schools and three township schools. Data were analysed qualitatively.
Findings: The findings confirmed that there are multiple beliefs that constitute a
personal epistemology. Therefore, to investigate some unique entities of the belief
system such as OBE requires examining the broader belief system. The majority of
teachers responded to OBE implementation with uncertainty, anger, frustration and
anxiety. In the absence of certainty about OBE and faced with a myriad of classroom
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challenges, teachers relied on their experience to make decisions regarding what was
important to know, they drew on their own personal teaching theories more than what
they thought about OBE to make judgments of learning processes.
This study concludes that the link between teachers’ beliefs, conceptualisation of OBE
and teaching practice is weak. Their beliefs about the nature of mathematics knowledge,
teaching and learning mathematics had stronger connections with, and represented the
basis for teachers’ pedagogical purpose behind their preferred teaching practice.
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Uitkomsgebaseerde assessering van geskiedenis in graad 10 / Pieter Gabriël WarnichWarnich, Pieter Gabriël January 2008 (has links)
In 2006, Outcomes Based Education (OBE) was introduced into Grade 10 (as part of the FET band) for the first time. For the Grade 10 History teacher, this new teaching approach implied modified assessment practices, setting new demands and challenges. It brought about an adjusted assessment strategy through which the focus of formal assessment was shifted to an interactive and learner-centred approach of "doing" History rather than "facts" simply being assessed. Whether outcome based assessment (OBA) is executed meaningfully, is determined by the Grade 10 History teacher's ability to develop learning and assessment strategies that can integrate the critical outcomes, the development outcomes, the learning outcomes and the assessment standards meaningfully with the facilitation of the historic content.
The overarching aim of this research was to investigate the assessment practices of History teachers in Grade 10. It was undertaken within the framework of an extensive literature study on OBE and OBA as teaching processes - internationally and nationally.
In order to determine the assessment practices of Grade 10 History teachers, an empirical investigation was undertaken that was based on both quantitative and qualitative research methods, with a view to:
• establish to what extent the Grade 10 History teacher followed the guidelines/ prescriptions of OBA;
• determine the Grade 10 History teacher's knowledge, attitudes and skills regarding OBA;
• identify deficiencies and problems that prevent the Grade 10 History teacher from implementing OBA effectively; and
• design an OBA model for the Grade 10 History teacher.
A random sample of schools was drawn nationally. A structured questionnaire was sent to the Grade 10 History teachers of these schools [n = 424], of which a total of 122 was received back. The results were analysed quantitatively and qualitatively and the following are but a few findings of this research:
• Most of the teachers were positively inclined towards OBA because it is aimed at developing the entire learner.
• Most of the teachers had sufficient knowledge of the assessment documents made available to them, and it was comprehensible.
• Most of the teachers were convinced that the training they had received, had not sufficiently empowered them professionally speaking for implementing OBA.
• Most of the teachers expressed the need for more support from the Department of Education concerning better in-service training programmes, more support from subject and curriculum advisors and more resources and learning and teaching support material being made available.
• Generally speaking, the theoretical knowledge of OBA of most of the teachers was good, but they desired more and longer practice oriented in-service training in specific aspects regarding OBA.
Based on the results proceeding from the research, recommendations were made in order to promote the practical implementation of OBA in schools. A holistic OBE quality model for teaching History was also designed that will empower the History teacher to implement OBA effectively to then especially complement the critical outcomes. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.
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Changing minds : Training educators to use drama as an alternative method for life orientation teachingDiemont, Alix 11 November 2008 (has links)
South Africa’s education system has undergone substantial changes in the last
ten years. The shift to Inclusive Education attempts to provide all learners,
regardless of their disability, learning difficulty, or disadvantage with access to
education (Department of Education1, 2001). Curriculum 2005, in the context of
an Outcomes Based Education (OBE) philosophy was an attempt by the
Education Department to address the inadequate ‘Bantu’ education of the past.
OBE was intended to replace teacher-centred approaches by encouraging
children to become actively involved in the learning process, to gain knowledge
as well as skills, and to think independently and creatively (DoE, 1998b). School
‘subjects’ of the past were changed to ‘Learning Areas’ some undergoing
dramatic shifts in content and teaching strategies. These new Learning Areas
also emerged with alternative assessment practices. Life Orientation (LO) is one
such learning area. Many educators were suddenly required to teach these new
Learning Areas, despite having little or no training in them. As a result many
educators experienced frustration with the demands now placed upon them, and
some felt unable to teach effectively. This study used a qualitative actionresearch
design to obtain an in-depth understanding of the educators’ capacities
to change their teaching practices in their Life Orientation classrooms. Six
educators in a public primary school setting participated in a series of workshops
aimed to introduce them to drama methods to be used in their Life Orientation
teaching. The workshops were highly experiential in nature and were designed
with the specific personalities and needs of each educator in mind. The results of
the research indicate that educators are highly responsive to training, provided
that they feel acknowledged as individuals and provided that the training builds
upon their current expertise rather than attempting to change their practices
altogether. Another key finding from the training was the opportunity for the
educators to engage in the training as human beings with their own difficulties
and frustrations being openly acknowledged. Many of the educators experienced
the workshops as therapeutic and reported that this made the training both useful
and personally fulfilling.
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A socio-cultural case study of a primary school system in Venda, South Africa.Muthivhi, Azwihangwisi Edward 22 December 2008 (has links)
The present study examines the relationship between the practices of schooling
and classroom teaching and learning on the one hand and learners’ cognitive
development and functioning on the other. The study uses innovative system of
ideas in developmental and educational psychology, originally formulated by Lev
Vygotsky to investigate the interrelations between learning, instruction and
development.
Carried out in a rapidly changing socio-cultural context of Venda, South Africa,
the study examines the realities of schooling practices that exhibit both continuity
with the past practices of society and some profound transformations that
together lead to a multi-dimensional and a complex picture of cognitive
development in learners. By examining the relations between the cultural
practices of schooling and its socio-historical context on the one hand, and the
consequent psychological process on the other hand, the present study offers an
opportunity for exploring processes that may be more opaque in relatively stable
socio-cultural contexts of schooling.
The observations on the history of schooling in South Africa in general, and in
Venda in particular, support the theoretical formulation that particular practices of
schooling, themselves originating from and continuing larger social-historical
processes, represent contexts in which learning and development take place and
are shaped. The empirical investigations revealed that even the socio-cultural
contexts of schooling characterized by strong ruptures, such as in South Africa,
nonetheless carry on some vestiges of their past practices that affect today’s
learning and development of learners.
The study concludes, extending the prevailing theoretical formulation, that the
social and cultural setting of schooling in Venda is multifaceted; manifesting
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instances of indigenous practices, the traditions of past missionary practices, as
well as the traditions of the past, apartheid schooling. By taking into account
these socio-cultural influences, the study provides crucial insights into the
regularities of cognitive and conceptual developmental processes taking place in
conditions of rapid social change in the course of the schooling of today’s
children in Venda. The study furthers our understanding about the regularities of
the socio-cultural and historical processes of schooling in conditions of rapid
social change, and concludes by proposing ways of improving contemporary
educational practice in South Africa, grounded in sound psychological knowledge
and research about school transformation and classroom teaching and learning
improvement.
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Curriculum contestation : analysis of contemporary curriculum policy and practices in government and non-government education sectors in Western AustraliaGriffiths, Joanne January 2008 (has links)
[Truncated abstract] The aim of this study was to analyse the changing dynamics within and between government and non-government education sectors in relation to the Curriculum Framework (CF) policy in Western Australia (WA) from 1995 to 2004. The Curriculum Council was established by an act of State Parliament in 1997 to oversee the development and enactment of the CF, which was released in 1998. A stated aim of the CF policy was to unify the education sectors through a shared curriculum. The WA State government mandated that all schools, both government and non-government, demonstrate compliance by 2004. This was the first time that curriculum was mandated for non-government schools, therefore the dynamics within and between the education sectors were in an accelerated state of transformation in the period of study. The timeframe for the research represented the period from policy inception (1995) to the deadline for policy enactment for Kindergarten to Year 10 (2004). However, given the continually evolving and increasingly politicised nature of curriculum policy processes in WA, this thesis also provides an extended analysis of policy changes to the time of thesis submission in 2007 when the abolition of the Curriculum Council was formally announced - a decade after it was established. ... The research reported in this thesis draws on both critical theory and post-structuralist approaches to policy analysis within a broader framework of policy network theory. Policy network theory is used to bring the macro focus of critical theory and the micro focus of post-structuralism together in order to highlight power issues at all levels of the policy trajectory. Power dynamics within a policy network are fluid and multidimensional, and power struggles are characteristic at all levels. This study revealed significant power differentials between government and non-government education sectors caused by structural and cultural differences. Differences in autonomy between the education sectors meant that those policy actors within the non-government sector were more empowered to navigate the competing and conflicting forms of accountabilities that emerged from the changes to WA curriculum policy. Despite both generalised discourses of blurring public/private boundaries within the context of neoliberal globalisation and specific CF goals of bringing the sectors together, the boundaries continue to exist. Further, there is much strategising about how to remain distinct within the context of increased market choice. This study makes a unique and significant contribution to the understanding of policy processes surrounding the development and enactment of the CF in WA and the implications for the changing dynamics within and between the education sectors. Emergent themes and findings may potentially be used as a basis for contrast and comparison in other contexts. The research contributes to policy theory by arguing for closer attention to be paid to power dynamics between localised agency in particular policy spaces and the state-imposed constraints.
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