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The focus of the study was to investigate the role of Learning and Teaching Support Materials (LTSMs) in determining a school performance and quality education. For sampling purposes, a rural disadvantaged school was selected to reveal how such schools organise and implement their instructional programs devoid of LTSMs. A school library, school laboratory and computer technology were prioritised for their bearing on National Curriculum Statement (NCS) implementation. According to the study‘s findings, the prioritised LTSMs were found to be vital in modernising, appropriating and improving a school performance and the quality of education. The study argued that without relevant LTSMs, schools can neither hope nor manage to successfully implement outcomes based education. Hence, learners in those schools are still excluded from quality education. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies and Didactics)

South Africa‟s recent participation in the national, regional and international studies revealed that the South African learners perform poorly in mathematics when compared with other same-level learners in other participating countries. In response to the results, the Department of Basic Education implemented intervention strategies such as Foundations for Learning and the Systemic Evaluation among others to enhance learner performance in mathematics. This study investigated the role of Grade R teachers in creating a conducive environment for learning numeracy using schools in the Vhuronga circuit of the Vhembe District in South Africa as case studies. The investigation encompassed: (a) the extent to which Grade R teachers create a conducive environment for learning numeracy; (b) how Grade R teachers are implementing the numeracy curriculum and (c) classroom factors that influence approaches teachers employ during numeracy teaching. A qualitative methodology using case study research design was adopted for collecting data in Grade R classrooms at Vhuronga. Interviews, observation, and document analyses ensured valid data. Qualitative data analysis involved coding and categorizing patterns from field notes in order to identify themes for discussion. The study established that inadequate resources which include limited classroom space, lack of appropriate learning materials, furniture, and in-service teacher training programmes, were impediments that restricted Grade R teachers from creating a conducive environment for learning numeracy. The study further established that whole-class teaching dominated numeracy lessons. A few teachers who taught small classes implemented a variety of play-based activities that encouraged interaction and exploration of adequate learning materials in small-groups in order to create a conducive environment for learning numeracy. In contrast, most teachers with large classes considered the classroom layout fixed. The teachers arranged the desks in rows and engaged the whole-class in similar learning activities. Additionally, the study established the need for ongoing training to refine and update teachers‟ skills in creating well organized classrooms that are conducive for numeracy learning. The study recommends that the Department of Basic Education should create opportunies for Grade R teachers to participate in regular in-service training that emphasize practical work, in order to strengthen their capacity in creating conducive classrooms for learning numeracy and ensure quality education. / Mathematics Education / D. Ed. (Didactics)

The focus of the study was to investigate the role of Learning and Teaching Support Materials (LTSMs) in determining a school performance and quality education. For sampling purposes, a rural disadvantaged school was selected to reveal how such schools organise and implement their instructional programs devoid of LTSMs. A school library, school laboratory and computer technology were prioritised for their bearing on National Curriculum Statement (NCS) implementation. According to the study‘s findings, the prioritised LTSMs were found to be vital in modernising, appropriating and improving a school performance and the quality of education. The study argued that without relevant LTSMs, schools can neither hope nor manage to successfully implement outcomes based education. Hence, learners in those schools are still excluded from quality education. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies and Didactics)

Issues and challenges that teachers and educator encounter in implementing school-based Environmental Education have been established, described and explored against the background of the South African education system. In a succinct manner sources upon and from which Curriculum 2005 (C2005) is founded have been explored. Within C2005 the foundations of EE have been traced. International and national trends and developments have been illuminated and the contributions of these endeavours are eminent in school-based EE. The methodology and research process of study does not claim to be the only one appropriate for this research question. However, the research focus has been studied through the chosen methodology as the socio-historical context demanded. The research process has been dynamic with the researcher responding to the emerging data and being guided by the research activities outlined in the research design. The two case studies have provided the researcher with valuable data necessary for making sound judgements about issues and challenges encountered during the implementation of environmental learning in formal education structures. Although the research question has been adequately explored, the study does not claim to be exhaustive and with no limitations. It is hoped that the recommendations made in the study, based on the findings, will be valuable to teachers, educators and education policy makers involved with EE implementation in formal education. / Educational Studies / D.Ed. (Didactics)

Issues and challenges that teachers and educator encounter in implementing school-based Environmental Education have been established, described and explored against the background of the South African education system. In a succinct manner sources upon and from which Curriculum 2005 (C2005) is founded have been explored. Within C2005 the foundations of EE have been traced. International and national trends and developments have been illuminated and the contributions of these endeavours are eminent in school-based EE. The methodology and research process of study does not claim to be the only one appropriate for this research question. However, the research focus has been studied through the chosen methodology as the socio-historical context demanded. The research process has been dynamic with the researcher responding to the emerging data and being guided by the research activities outlined in the research design. The two case studies have provided the researcher with valuable data necessary for making sound judgements about issues and challenges encountered during the implementation of environmental learning in formal education structures. Although the research question has been adequately explored, the study does not claim to be exhaustive and with no limitations. It is hoped that the recommendations made in the study, based on the findings, will be valuable to teachers, educators and education policy makers involved with EE implementation in formal education. / Educational Studies / D.Ed. (Didactics)