No abstract available. / Thesis (M.Ed)-Universtiy of Natal, Durban, 1998.

This study attempts to explore, through a qualitative approach, teachers' attitudes towards curriculum change in general and OBE in particular as a curriculum innovation. Teachers' perceptions, understandings of and readiness to implement OBE are assessed. The research attempted to explore their problems and fears concerning their role in this process of curriculum change. Curriculum change as a process and outcomes-based education as a new innovation is explored in relation to the peculiarities or two schools in particular and the South African context in general. The argument centres around the past curriculum and the post (1994) curriculum in relation to outcomes based education and briefly considers what lies ahead for the future curriculum. The practicality of implementation in the present, in schools, like and similar to those in this study and the views of several scholars, especially those of Fullan (1982), Bishop (1986) and Jansen (1997) on the process of curriculum change is examined. The impact of politics on educational transformations in general and in the South African context in particular is debated. The role of curriculum change in such a milieu and the impact it has on the teacher as implementor is examined through the views of the participants in this case study. Socio-economic criteria also influences what happens within schools, and this study shows that poverty hampers the process of curriculum change. A case study approach was used so that, an in-depth study of the schools could be done. The study focused on how the teachers in two schools in Reservoir Hills are engaged in the actual implementation of OBE including the question of what in-service training they received and how effective and relevant it has been thus far. This study served as an enlightening exercise for myself. A discussion of the participants views and my own observations and recommendations are presented. The constraints I encountered and the limitations of such a study are also outlined. I hope that this study adds to the pool of research data that is rapidly developing, in this particular area of study in our context, and inspires others to further the research. / Thesis (M.Ed.)-University of Natal, Durban, 1998.

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Development in each sector of our society, especially with regard to computer technology, has progressed so dramatically that we have reached a stage where it is virtually impossible for an individual who does not have computer knowledge and skills to function with ease in society in almost any part of the world. In order to counter this situation the governments of a large number of countries across the globe are encouraging their citizens to become computer literate. These governments spend huge amounts of money on the integration and improvement of technology in education in order to ensure effective teaching and learning for each learner in each school. The South African government has also caught on and acknowledged the importance of communication technology in education, hence the White Paper on e-Education, which provides for the integration of technology in schools. The question that arises is whether enough is being done to enable underprivileged schools to benefit from this development as well. This study observed the way in which the policy regarding e-Education is applied in privileged and underprivileged schools. During the course of the study the researcher visited schools that utilise their technological facilities, as well as schools that do not, and the reasons and circumstances that prevent them from utilising these facilities were also investigated. An investigation regarding the application of the technology policy within schools and how schools adapt this policy to accommodate their requirements, was conducted. The study endeavoured to determine the reasons why the technology policy is applied wel land properly in some schools, while other schools that have the technology do not apply the policy. The difference between privileged and underprivileged schools regarding the application of the policy was also investigated. The situation regarding the application of technology policy in privileged and underprivileged schools in the Western Cape was researched in four schools: two schools in rural areas and two in urban areas. Two of these schools are privileged schools that have technology and utilise it daily. The other two schools are underprivileged schools with technology that, however, is not used to the advantage of the learners on a regular basis. Two schools have mainly Afrikaans-speaking learners while the learners of the other two schools predominantly have English as their mother tongue. The policy is applied differently at each of these schools, possibly due to circumstances or untrained staff who do not have the necessary knowledge and skills to utilise technology as method of instruction. The study aims to cause awareness at schools of the importance of technology and that a paradigm shift should take place in the methods and techniques of instruction of educators. It also aims to make teachers more aware of the value of technology when used effectively in their lesson presentations. In this way we could ensure that our learners receive the tuition they will need to be competitive globally. / AFRIKAANSE OPSOMMING: Die ontwikkeling in elke sektor van die samelewing en veral op die gebied van rekenaartegnologie het só dramaties vooruitgegaan en gegroei dat dit ʼn stadium bereik het waar dit vir ʼn persoon sonder rekenaargeletterdheid byna onmoontlik geword het om gemaklik in die gemeenskap in die meeste dele van die wêreld te funksioneer. Ten einde hierdie situasie die hoof te bied, moedig die meeste regerings regoor die wêreld hul burgers aan om tegnologie-geletterd te word. Lande spandeer groot bedrae geld om tegnologie in die onderwys te integreer en te verbeter om so effektiewe onderrig en leer vir elke leerder in elke skool te bewerkstellig. Plaaslik het die Suid-Afrikaanse regering die belangrikheid van inligtings- en kommunikasietegnologie in die onderwys besef en erken, vandaar die Witskrif oor e-Onderwys, wat voorsiening maak vir die integrasie van tegnologie in skole. Die vraag wat ontstaan, is of daar genoeg gedoen word om voorsiening te maak vir minder gegoede skole om ook voordeel uit dié ontwikkeling te trek. Hierdie ondersoek kyk na die beleid aangaande e-Onderwys en hoe dit toegepas word binne gegoede en minder gegoede skole. Tydens die studie het die navorser skole besoek wat oor tegnologiese fasiliteite beskik en dit gebruik, sowel as skole wat tegnologie besit en dit nie gebruik nie, en die redes en omstandighede wat hulle verhoed om dit te gebruik, is dus ook ondersoek. ʼn Ondersoek is gedoen na die toepassing van die beleid rakende tegnologie binne skole en hoe skole by hierdie beleid aanpas om hulle behoeftes te akkommodeer. Die studie het ook gepoog om vas te stel wat die redes is waarom die beleid rakende tegnologie in sommige skole na behore toegepas word, terwyl ander skole wat wel oor die tegnologie beskik, dit nie behoorlik toepas nie. Daar is verder ondersoek ingestel na die verskil in toepassing van die beleid tussen gegoede en minder gegoede skole. Die situasie ten opsigte van die toepassing van beleid oor tegnologie in gegoede en minder gegoede skole in die Wes-Kaap is by vier skole onder die soeklig geplaas: twee skole in die platteland en twee skole in ʼn stedelike gebied. Twee van die skole is gegoede skole wat tegnologie besit en dit daagliks gebruik. Die ander twee skole is minder gegoede skole wat oor tegnologiese hulpbronne beskik, maar dit nie gereeld tot voordeel van hul leerders gebruik nie. Twee skole het oorwegend Afrikaanssprekende leerders en twee oorwegend Engelssprekende leerders. Die beleid word by elk van hierdie skole verskillend toegepas, moontlik weens omstandighede of onopgeleide personeel wat nie die nodige kennis en vaardighede besit om tegnologie as onderrigmetode te gebruik nie. Die studie poog om skole bewus te maak van die belangrikheid van tegnologie en dat daar ʼn paradigmaskuif moet plaasvind in onderwysers se onderrigmetodes en -tegnieke. Dit poog ook om onderwysers meer bewus te maak van die waarde wat tegnologie kan hê as dit in lesaanbiedings geïntegreer word. Só kan daar moontlik verseker word dat leerders die opleiding ontvang wat nodig is om globaal mededingend te wees.

The study aimed at developing a curriculum for technology teacher education and training for technology teachers teaching Grade R-9 in South African schools. The study was motivated by the national implementation of Curriculum 2005 as well as the Revised National Curriculum Statements Grades R-9 to be implemented from 2004. The cognitive framework was illuminated by the conceptualisation of technology education and examined the philosophical foundation and theoretical context of technology education, including the historical background of technical education in relation to teacher training in South Africa. The Norms and Standards for Educators as a benchmark for teacher education and training programmes is explored. Moreover, a conceptual framework for the proposed curriculum was investigated. This involved an analysis of selected educational philosophies and their influence on curriculum development, various curriculum approaches and models, including outcomes-based education, a needs analysis and curriculum evaluation and assessment. A small-scale empirical investigation using qualitative and quantitative approaches was carried out. Questionnaires designed for educators of the Technology Learning Area and educators of technical subjects were used to gather data. The empirical investigation comprised a needs analysis of the curriculum development process. To ascertain validity and reliability of findings, instruments were subjected to a pilot study. Data were analysed by a MS Excell spreadsheet computer programme and findings presented in tables and graphs. The curriculum for technology teacher education and training, particularly curriculum content, was based on the empirical findings and the philosophical foundations discussed in the literature review. The proposed curriculum stresses the importance of partnership between schools and industry and resulted in the following outcomes: * knowledge of technology education; * applied and integrated teaching competence; * applied and integrated assessment; * recommendations for improving the school-industry relationships through partnerships programmes emphasising the design of technological projects. Finally, the following recommendations emanated: * improvement of technology teacher education and training programmes in higher education; * development of expertise in the teaching and learning of technology; * resurgence of research in the teaching and learning of the technological design process. / Educational Studies / D. Ed. (Didatics)

An emphasis ·on creativity as well as its implications for teacher education is significant for the South African education system. In this study some relevant issues related to the creative teaching of English in the· Junior Primary phase of schooling as well as to the training of teachers are highlighted. The transitional changes that are taking place currently, present a challenge for all educators, particularly language educators. It is evident that teachers need to acquire competencies which would enable them to function effectively in a multicultural, multilingual society. They need to be a skilled, flexible and innovative work-force. The main area of focus. is the training programme used at Springfield College of Education. An analysis of the Junior Primary English Syllabus reveals that there is a need for the programme to be orientated towards the development of creative teachers. This study includes some recommendations for teaching practice and teacher training. / Educational Studies / M. Ed. (Didactics)

M.Ed. / This study investigates junior primary teachers' conception of problem-centred Mathematics teaching with the view to describe and also explain their conception. The rationale for the investigation is derived from the move being made in South African Mathematics teaching from traditional teaching to constructivist and problem-centred teaching. Teachers have had to change from being authoritative and focused on the product to become facilitators of the learning process. This move implies that teachers have to put aside most of what they have been doing up till now to be able to adopt constructivist ways of thinking. Problem-centred teaching is in strong contrast to these traditional teaching methods. Such a shift in paradigm could prove to be traumatic for teachers and pupild. The report of the study commences with a theory framework in which constructivism is clearly explicated. The constructivist view of knowledge, with the relationship between public knowledge and personal knowledge and the forming of personal knowledge is discussed. The focus then shifts to learning through cognitive restructuring which is facilitated by assimilation and accommodation. In the constructivist view, learning is also facilitated by social interaction and reflection. Both the processes and the relationship between social interaction and reflection are discussed. Most importantly, learning is facilitated through constructivist teaching, but successful teaching depends on teachers'conception thereof. Conception is described as one of the most important components of teachers' personal teaching theory. Teachers use their personal teaching theory to reflect on teaching and learning. The literature review is concluded with a discussion on the nature of constructivist teaching and the role of the teacher in such a teaching model. The theory framework is complemented by a chapter on the design of the research, substantiating the choice of format and methods of data collection and analyses. The data is reported in the final chapter in which examples of raw data from transcriptions and sketches are presented. Finally, the consolidated data is interpreted. - The most significant finding of this study is that junior primary teachers in this group have a negative conception of problem-centred Mathematics teaching. It appears that the most important reason for their negative conception is that they were not adequately equipped for the contructivist approach towards Mathematics teaching. This study then proposes that for teachers to be able to teach from a constructivist paradigm they need relevant constructivist training, more support from the experts, but also more support from each other. They need to change their teaching conception to a constructivist conception of teaching.

M.Ed. (Educational Psychology) / Leadership in the primary as well as in the secondary schools has for too long been misinterpreted, misunderstood and therefore misused and grossly underscored in far too many ways. It has been too often, and in too many cases, based on personal interpretation and feeling and even, sadly enough, in some cases on personal gain. Instead it should be a well planned, scientifically based exercise based on specific goals. Present day demands require a specific form of education and training in leadership at school level to enable our youth to cope with these requirements. Educational authorities especially school authorities - are therefore compelled to address the matter of training, identification and utilization of leaders in a new light. Leadership development should also therefore be part and parcel of the educational programme. A new structure in most schools - especially in primary schools -is of the utmost importance where leadership is concerned. Leaders should be trained and exercised in such a way that leadership potential can be nurtured and exploited to the utmost. The skills attained in primary school should also form the crux of the leadership program in high school in order to accommodate the important concept of continuity. An integrated program for leadership development for primary, as, well as for secondary schools in this regard, could possibly be a part of the answer. Although schools have the authority to create their own structures of leadership according to their own unique circumstances it still is of the utmost importance that as many pupils as possible - if not all - should be involved in a long term leadership training program. Thus it will ensure that pupil leaders are trained continuously and that high profile leaders are given the attention and opportunities they need and deserve. A school can, in order to obtain optimal participation, make use of various bodies assigned to specific tasks to encompass the total school structure. These bodies can also be united in a student council. In this way acknowledgement is given to the fact that some people are more person (socially) orientated and others more task (job) orientated. Both the above mentioned concepts, imply leadership but each of these ccommodates its own sphere of possibilities concerning leadership. On the one hand it acknowledges the fact that not all children have the same talents and personalities. On the other hand it emphasizes the fact that some children have an advantage over other children (at the time leaders are selected) due to various factors such as maturity, personality development and specific talents to name but a few. It is also frequently found that some children who have not reflected any leadership qualities in primary school proved to be quite exceptional leaders in the community in later life. The opposite however is also found although not that often.

M.Ed. / Present day society displays a noticeable concern with regard to public interest in history. The debate about the relevance of history is increasing. This concern is not unjustified if one closely examines the statistics of high school pupils taking history at matric level. Numerous reasons are given for the pupils' lack of interest in the subject and many academics, historians, teachers and other interest groups have come up with suggestions to counter this phenomenon regarding the lack of interest in history. The dissertation has as its aim the investigation of possible educative advantages in local history teaching and to prove how local history teaching, as an agent of broader history studies, can be used to boost and build pupil interest in history. Reference will be made to local history; what it is, how it fits into broader history and how it can be implemented at primary school level to counter some of the problems educators are experiencing regarding the lack of interest by pupils. Firstly, reference will be made to the educatiye principles underlying local history teaching and how these can be utilized by history teachers in an endeavour to enhance pupils' interest in the subject. Secondly, attention will be paid to the psychological development of pupils. One of the most important characteristics of any didactical situation is that the learning material should be designed in such a manner that it takes into account the intellectual development and abilities of pupils. This is an inherent feature of local history teaching and can be used by educators as a tool to counter the lack of interest that was refered to earlier. One of the reasons why pupils display a lack of interest in their history classes may be because of the traditional method of history teaching in which teachers tend to lapse into unilateral discussions. Local history, if taught correctly, involves active participation by pupils and it is through this active participation that pupils are exposed to the acquisition of historical skills. Pupils, through local history studies, can become critically aware, analytical, nonprejudicial and may strive to continiously seek the truth. Futhermore, the dissertation will argue that through the acquisition of such skills, pupils learn to find an objective, well-balanced and meaningful history and this in itself can lead to the cultivation and enhancement of interest in history, which is of vital importance to a subject that reflects a deteriorating interest-level. Lastly, the dissertation intends to prove that if the educative principles and cognitive values, encompassed in local history teaching are comprehensively explored at primary school level, this may help pupils acquire the necessary skills essential for futher studies in the subject and also vitally important for maintaining an interest level.

At present there is no cure or vaccine for Human Immuno-deficiency Virus (HIV) or Acquired Immune Deficiency Syndrome (AIDS) therefore prevention programmes are seen as the only means of reducing the spread of the disease. HIV/AIDS education programmes in schools have been identified as the most effective intervention because billions of children can be reached worldwide and because schools are the one social institution with which most children come into contact. Young people in particular have been identified as the age group most in need of a preventative programme. The aim of this study is to explore the perceptions of grade six and seven learners with regard to the Life Skills programme focusing on HIV/AIDS education in the Port Elizabeth region. In order to fulfill the above aim a qualitative study was undertaken within an exploratory descriptive approach. A non-probability, convenient sample of six schools were selected. Focus groups, utilising an unstructured interview, were used to gather qualitative data about the perceptions of grade six and seven learners. The focus groups consisted of 10-12 participants. The data was thematically analysed using Tesch’s approach. The major findings of the present study included the following: 1. Learners’ perceptions of completing the questionnaire were generally positive in nature. Negative perceptions related to practical issues such as the length of the questionnaire and the time of administration. 2. Learner’s perceptions of the programme were generally positive. 3. Learners’ felt more comfortable discussing HIV/AIDS with parents and teachers. xi 4. Learners’ appeared to be well informed about high-risk behaviour related to HIV/AIDS and existing myths. 5. Contact with HIV+ people is non-existent. However, learner’s felt that the programme had fostered positive attitudes towards HIV+ people. 6. Learner’s felt that schools had an important role to play in sharing information about HIV/AIDS. These findings seem to indicate positive outcomes for the programme as a whole, in that is was successful in terms of conveying information regarding HIV/AIDS; it led to positive changes in attitudes, especially towards HIV+ people; and it confirmed the school as the best setting for implementing HIV/AIDS Life Skills programmes.

Language plays an important part in our lives and the effects of language are remarkable and include much of what people believe. This study is about language and seeks to evaluate the extent of the problems of equivalence and non-equivalence in the texts translated from English into IsiXhosa by identifying those problems in the translated text. Translators strive to carry the meaning across from one language to another, as much as they can. Sometimes a translation shows non-equivalence and therefore the meaning gets lost. There are a number of reasons why this occurs. This study will examine some of them and propose solutions to address them.