Sustainable development and projects are relatively new terms In the South African context. This study explores these concepts as they relate to a school that is piloting a project in the Eastern Cape. A number of projects have been introduced in disadvantaged schools to redress imbalances of the past. Funders invest a lot of money, but when they leave, schools struggle to sustain these initiatives. This study aims to investigate whether the Imbewu Project, an educational development pilot project meant to improve schools in the Eastern Cape, made provision for long-term sustainability and whether the school sustained the project. Very little research seems to have been conducted on sustainability, especially in South Africa (SA). The study is conducted in the interpretive paradigm. A single case study involving a number of stakeholders at Phiwe Primary School (PPS) was conducted through observations, interviews, focus groups and document analysis. The study found that the action research strategy intended for the project was constrained by the limited time allowed. In addition, the approach did not address processes which are important for sustainability. Also, the cascade approach to learning is not successful in organisations that have not reached the status of being learning organisations. PPS is still struggling to change its culture and therefore one can say that they cannot sustain the changes that are brought by the project. Firstly, they did not involve the parents in most modules as the project suggested. Secondly, some facilitators did not understand the project. Thirdly, although the project provided for monitoring and support, the study found that there was inadequate support from the project team and district officials. There was a shortage of district officials because the Eastern Cape Department of Education did not invest in appointing people that could sustain the project. However, there are areas where the school is doing an outstanding job despite the fact that there was very little support. The school performed well in implementing and sustaining the project in the following areas: learner welfare, community involvement and involvement of staff members in committees.

Thesis (M.Ed.(Curriculum Studies)) -- University of Limpopo, 2022 / The liability for the decline in performance in Grade 12 Accounting learners in Ehlanzeni District has been levelled against lack of resources in schools, teachers’ inability to execute their duties and poorly trained teachers. Arising from this indictment, this study was conducted to investigate the effectiveness of assessment methods used for Grade 12 Accounting learners in Sikhulile and Mgwenya Circuits in Ehlanzeni District of Mpumalanga Province. A qualitative survey case study was used as a research design. Data was collected using one-to-one interviews among five Accounting teachers, five Heads of Department and five Principals. Qualitative data was presented using thematic and narrative analysis. The key findings were: (1) inadequacy of Accounting workshops and non-attendance by teachers, (2) lack of pedagogical content knowledge (PCK) by Accounting teachers, (3) Accounting content gaps among learners and difficulties in the content area such as Balance Sheet and Cash Flow Statement, (4) shortage of Accounting Learning Teaching Support (LTSM), (5) inadequacies in pedagogical technological devices for teaching, learning and assessment in Accounting, (6) poor teaching and assessment methods used in Accounting and (7) inadequate support from the Department of Education. The study recommends increased frequency of workshops and making attendance compulsory, strategies to improve the pedagogical content knowledge of Accounting teachers, providing in-service training in Accounting to EMS teachers, improved supply of educational resources, improving the schools’ digital infrastructure such as internet connectivity and accessibility to digital devices, improving teachers’ pedagogical skills and digital skills and palpable Departmental support to teachers

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This study sought to understand concerns and levels of use of a group of teachers in the process of developing a project-based learning (PBL) program, and the effect of a change facilitator on these processes. The research was guided by the following research questions: One, what are the concerns of teachers regarding the planning of a PBL curriculum? Two, what are the levels of use of teachers in the process of planning the PBL curriculum? Three, how does a change facilitator affect the process of change in the planning of a PBL curriculum? The population of this study consisted of seven subject area high school teachers and one district level administrative staff member. This study used the concerns-based adoption model (CBAM) to study the PBL innovation. CBAM is a conceptual framework that describes, explains, and predicts teachers' concerns and behaviors throughout the change process in education. In this study, the teachers progressed through the levels of use on a timeline at a rate that was much more rapid that what is typical for implementation of an innovation in an educational setting. This rapid progression was the function of the teacher population studied and the change facilitator that led the PBL curriculum design process. With the leadership of the change facilitator, the goals of the PBL curriculum innovation were realized, and the team created a PBL curriculum with multidisciplinary PBL products that could be implemented after the development phase.

Indiana University-Purdue University Indianapolis (IUPUI) / Es obvio que nuestro mundo ha cambiado mucho en las últimas tres décadas. Los métodos antiguos de enseñanza servían su función en las aulas y en el sistema educativo de aquella época los alumnos iban a la escuela, se sentaban delante del maestro y lo escuchaban para aprender el contenido; con estos cambios algunos maestros todavía esperan que sus estudiantes aprendan de la misma manera que en años anteriores. Todavía existe la mentalidad de que los estudiantes entran en un aula, se sientan y escuchan a su maestro. Este trabajo propone una forma de desarrollar proyectos desde la perspectiva de la teoría de actividad. Para entender mejor la teoría de actividad y su uso en el aprendizaje basado en los proyectos, empezaremos con una revisión de la historia de la teoría, una explicación de sus principios y luego presentaremos un ejemplo en un aula donde un maestro inculca confianza en los estudiantes y les da la oportunidad de hacer actividades para mostrar sus habilidades, todo guiado por la teoría de actividad.

Esta pesquisa investigou a possibilidade de utilização de um tema transversal: a Área de Proteção Ambiental do Rio Iraí (APA), como subsídio para a inserção da Educação Ambiental “EA” na Escola Estadual André Andreatta, situada no município de Quatro Barras, o qual está inserido na APA. A fim de investigar a percepção dos professores sobre interdisciplinaridade e EA, foi aplicado um questionário com questões abertas e fechadas, foi realizada a análise do Projeto Político Pedagógico (PPP) e da Proposta Pedagógica Curricular (PPC) e observação do ambiente escolar. Após a análise dos dados coletados, pode-se inferir que existe um descompasso entre o que os docentes afirmam e o que acontece na prática. Os docentes procuram abordar a EA e a interdisciplinaridade em suas aulas, porém o conhecimento destes sobre o assunto ainda é superficial, necessitando de capacitação para a realização de um trabalho efetivo de EA na escola. Destaca-se que existe interesse por parte dos docentes em aprimorar seus conhecimentos sobre EA para utiliza-la de forma adequada e coerente. Ao final da pesquisa foi elaborado um produto/material que oferece aos professores subsídios teóricos e metodológicos para a inserção da EA no ambiente escolar. Este material foi elaborado tendo como base os momentos pedagógicos e o tema gerador APA do Rio Irai. / This research investigated the possibility of using a cross-cutting theme: Environmental Protection Area Iraí River (APA), as support for the implementation of environmental education (EE) in the State School André Andreatta, located in the city of Quatro Barras, which it is included in the APA. In order to investigate the perception of teachers on interdisciplinary and E.A., a questionnaire with open and closed questions was applied, the analysis of the Pedagogical Political Project was held (PPP) and the Pedagogical Course (PPC) and observing the school environment. After analyzing the data collected, it can be inferred that there is a big gap between what teachers say and what happens in practice. Teachers seek to address the E.A. and interdisciplinarity in their classes, but their knowledge on the subject is still shallow, requiring training to carry out an effective work E.A. in school. It is noteworthy that there is interest on the part of teachers in improving their knowledge of E.A. to use it properly and consistently. At the end of the research was developed a product / material that offers teachers theoretical and methodological support for the inclusion of E.A. at school. This material was prepared from teaching moments proposed by the authors Demetrius Delizoicov and José André Angotti (2009), based on the APA generator theme Rio Irai.