The purpose of this study was to establish the perception of Grade One teachers regarding the school readiness of Reception Year learners in relation to the new national Curriculum Assessment and Policy Statement (CAPS). The study also provides recommendations on how to implement CAPS in Grade R so that teachers, learners and parents experience the easiest possible transition to Grade One. The research took the form of a case study, building on current trends related to the subject of Reception Year CAPS curriculum implementation, and using the Interpretive approach as its essential, functional paradigm, which focuses on experiences of the world based on the culture and previous experiences of each individual, with an emphasis on mutual understanding. By using this strategy to explore Grade One teacher perceptions regarding the school readiness of the Reception Year learners, this project was centred on an in-depth and detailed analysis of a person, group or situation as a sample of the whole, and involved a systematic collection of data and analysis. This led to a conclusions-based report on the findings, all the while focusing on five Grade One teachers and their Head of Department at a public primary school in Pretoria, Gauteng. Preliminary findings suggested that learners coming into Grade One could in fact be adequately prepared during Grade R for successful assimilation in the CAPS curriculum material, if all stakeholders overcome the challenges they face during this important phase of academic development. This study has shown that varying amounts and levels of training amongst the teachers is a hindrance to proper CAPS curriculum implementation and therefore, the Head of Department, the school and ultimately the Department of Education has to ensure parity in the area of teacher training in terms of CAPS curriculum implementation. The study has shown that, due to the different sites where learners did their Reception Year, the school and the Grade One teachers faced learners who came into their classrooms with differing levels of exposure to the formal schooling system. Some learners may have no CAPS curriculum exposure at all. This means that, if the Department of Education is to succeed in implementing the CAPS curriculum in Grade R, then it needs to assist schools more in the form of providing funds for primary schools to build and add space for the Grade R classrooms. Finally, the study showed that a language backlog remains one of the main challenges learners have to face. Historically, Early Childhood Development Centres were never required to use English as a medium of instruction. In fact, teaching in the preschool classroom, which includes Grade R, is still mostly done in one of many mother tongue languages, depending on the location of the centre. With the move to make Grade R part of formal schooling and moving the Reception Year class to a primary school, CAPS requires careful curriculum implementation from Grade R to Grade Three, although instruction in English is only required from Grade One. / Curriculum and Instructional Studies / M. Ed. (Specialisation in Curriculum Studies)

The purpose of this study was to establish the perception of Grade One teachers regarding the school readiness of Reception Year learners in relation to the new national Curriculum Assessment and Policy Statement (CAPS). The study also provides recommendations on how to implement CAPS in Grade R so that teachers, learners and parents experience the easiest possible transition to Grade One. The research took the form of a case study, building on current trends related to the subject of Reception Year CAPS curriculum implementation, and using the Interpretive approach as its essential, functional paradigm, which focuses on experiences of the world based on the culture and previous experiences of each individual, with an emphasis on mutual understanding. By using this strategy to explore Grade One teacher perceptions regarding the school readiness of the Reception Year learners, this project was centred on an in-depth and detailed analysis of a person, group or situation as a sample of the whole, and involved a systematic collection of data and analysis. This led to a conclusions-based report on the findings, all the while focusing on five Grade One teachers and their Head of Department at a public primary school in Pretoria, Gauteng. Preliminary findings suggested that learners coming into Grade One could in fact be adequately prepared during Grade R for successful assimilation in the CAPS curriculum material, if all stakeholders overcome the challenges they face during this important phase of academic development. This study has shown that varying amounts and levels of training amongst the teachers is a hindrance to proper CAPS curriculum implementation and therefore, the Head of Department, the school and ultimately the Department of Education has to ensure parity in the area of teacher training in terms of CAPS curriculum implementation. The study has shown that, due to the different sites where learners did their Reception Year, the school and the Grade One teachers faced learners who came into their classrooms with differing levels of exposure to the formal schooling system. Some learners may have no CAPS curriculum exposure at all. This means that, if the Department of Education is to succeed in implementing the CAPS curriculum in Grade R, then it needs to assist schools more in the form of providing funds for primary schools to build and add space for the Grade R classrooms. Finally, the study showed that a language backlog remains one of the main challenges learners have to face. Historically, Early Childhood Development Centres were never required to use English as a medium of instruction. In fact, teaching in the preschool classroom, which includes Grade R, is still mostly done in one of many mother tongue languages, depending on the location of the centre. With the move to make Grade R part of formal schooling and moving the Reception Year class to a primary school, CAPS requires careful curriculum implementation from Grade R to Grade Three, although instruction in English is only required from Grade One. / Curriculum and Instructional Studies / M. Ed. (Specialisation in Curriculum Studies)

Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004. To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching. The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education)

Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004. To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching. The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education)