M.Ed. (Education Linguistics) / This study is an investigation of the applicability of the communicative approach to the teaching of African languages. The point of departure for this study is that the communicative approach can be implemented in order to improve students' communicative competence. Communicative competence entails grammatical, discourse, sociolinguistic, illocutionary and strategic competence. In order to determine the communicative competence, and the needs of students their essays and letters have been analysed. The study found that students' communicative competence is not so good especially in the area of discourse competence. This problem can be solved by implementing the process approach. The process approach is the most recent communicative approach which is used for teaching writing. This study shows different activities which can be practiced in order to improve communicative competence during the writing process.

This thesis sets out to obtain an understanding of what it means to be an assessor in higher education, more especially within the Rhodes University context. The concept of assessment, a highly contentious and complex issue, is examined against a background of competing understandings of the nature and purpose of higher education, including the striving for excellence versus the call to more equitable ideals associated with a mass higher education and training system. An overview of salient issues is presented in which both traditional and alternative paradigms of measurement and assessment theory are explored with a view to considering foundational principles upon which sound assessment practice should be based. Specific methods and instruments of assessment are examined with the purpose of evaluating their potential for empowering students as active participants in their own learning and in the assessment process. In a field in which much of the literature seeks improved assessment merely through the administration of increasingly sophisticated assessment techniques, a phenomenological investigation offered a unique way of understanding the meaning assessors make of their practice. Making use of in-depth interviews with five lecturers at Rhodes University the researcher, interacting in a personal manner with people not viewed as experimental objects but as human subjects, assisted participants in moving towards non-theoretical descriptions that accurately reflected their experience. Insights contained in the data were synthesised and integrated into a consistent description of the essential nature of the experience, the primary endeavour of the phenomenologist being to transform naïve experience into more explicitly detailed conceptual knowledge. The essence of how these educators understand themselves as assessors at Rhodes University is perhaps best encapsulated by a considerable sense of agency or initiative on their part. While participants make use of a variety of assessment strategies, they are conscious that assessment cannot be viewed in isolation from other aspects of their teaching and the curriculum. Not only do they make use of different assessment methods but, conscious of accommodating the diverse needs of students, understand their responsibility in terms of providing learning opportunities to assist students in meeting the course outcomes and fulfilling their potential. Rather than allowing pressures from within and outside of the academy to dictate, these lecturers, with significant hard work, courage and a capacity for reflective practice, have embraced the challenges associated with higher education in a state of transition.

The thesis illustrates the contention that an outcomes-based system with its underlying philosophy of social constructivism cannot operate effectively within a traditional school system. Restructuring of an institution is necessary to accommodate the outcomes-based system. Using the research instruments of interviews, questionnaires, journals, participant observations and collection of physical artefacts, two case studies investigating systemic factors as they influence science learning were conducted in two South African schools. The one school, St Sebastian's College, was an extremely well resourced school while the other, Mtunzini High School was a middle class school in comparatively deprived circumstances. Attempts were made to introduce an outcomes-based education course involving a group of grade 8 learners in the respective schools. Difficulties in implementation were encountered and at best only very limited success was achieved. There were two reasons for this. First, particularly in the case of St Sebastian's College, I designed a course which was over ambitious in that it was not suited to the developmental stage of the learners. Second, traditional schooling systems follow a perspective of education termed 'the structure of the disciplines' which fosters a system of rigid time tabling, compartmentalisation of subjects and emphasis upon summative assessment. In contrast, the curricula I designed involved a 'cognitive' perspective which required flexible time scheduling, integration of subjects and developmental assessment. The conflicts which arose include time constraints and resistant attitudes on the part of learners and teachers. The thesis culminates with some suggested steps to follow should a school community wish to restructure. These include a shared vision, employing organised abandonment, capacity building and commitment to a systemic perspective.

An adequate understanding of the nature of science (NOS) has become increasingly important for science teachers in South Africa as comprehensive curricular reforms over the past decade include promoting informed understandings of the ontological and epistemological bases of scientific knowledge and the methods of science. The main objective of this study was to explore the NOS understandings held by a sample of science teachers in the Eastern Cape Province of South Africa. Data were generated via questionnaires (n=136), semi-structured interviews (n=31), and classroom observations (n=8). The teacher interviews, which were informed by the questionnaire data, enabled further interrogation of the teachers’ philosophical positions. Their classroom practices were examined within the framework of these philosophical positions and the requirements of the new curriculum. The effect of implicit and explicit instruction in NOS on these teachers’ beliefs and classroom activities was also considered. A mixed-method approach informed by positivist and interpretivist perspectives was used for the collection and analysis of the data. The data suggests that explicit instruction in NOS resulted in more informed conceptions of science and the scientific enterprise, and that these conceptions were reflected, to a degree, in their classroom behaviours. However, it was noted that the teachers in this study often held philosophically eclectic views of the nature of scientific knowledge and how scientists develop ideas. Similarly, the South African National Curriculum Statement portrays science in contrasting ways, i.e. often within a modern/realist framework, but in other instances within postmodern/relativistic understandings (particularly in terms of indigenous knowledge systems). As such, an approach which aims at providing a firm foundation for understanding NOS ideas within a modern/realist perspective before emphasising the postmodern/relativist aspects of the scientific enterprise is suggested for teacher training and curriculum development.

No description available.

Thesis (MPAM. (Public Administration)) -- University of Limpopo, 2021 / The study investigated the impact of Government-wide Monitoring and Evaluation System on the performance of government. Cloete (2009) postulates that in 2005, the Executive of the State approved the Government-wide M&E System (GWM&ES) as a broad framework to examine monitoring and evaluation of activities in all government departments with a view to guaranteeing effective executive decision-making in support of execution; advisory evidence-based resource apportionment; on-going policy development; as well as review. This study specifically investigated the impact of the Government-wide Monitoring and Evaluation System to enhance performance in the Office of the Premier in Limpopo provincial government. The common thread according to majority of the scholars and review reports on this system as shown in the literature review of this study is that government’s major challenge is that it is has become ineffective and, in the process, fails to attain the objectives it has set itself to achieve. This is largely on account of the absence of a clear-cut and coherent systematic mechanism that could enable the public sector to evaluate its performance and identify the factors which contribute to its service delivery outcomes and overall performance. In the same vein, the those charged with the responsibility to help assess the performance of government are unable to draw causal connections between the choice of policy priorities, the resourcing of those policy objectives, the programmes designed to implement them, the services delivered and their ultimate impact on communities. In this study the qualitative research methodology was adopted which was utilised to gather data. The findings of this research identified certain factors which undermine the impact of GWM&ES on government performance; the limitations to fully comprehend and integrate the system within the planning processes and above all implement the required institutional arrangements and/or mechanisms so that there is a visible impact and enhancement of the planning regime and service delivery capacity of the various institutions of the state. Although work has since begun in this regard, including the establishment of the Ministry of Planning, Monitoring and Evaluation in The Presidency, an inadequate institutional merger of the M&E and Planning branches in the Office of the Premier in Limpopo in particular, remains an impediment. Following the analysis of the data collected, of which was sufficient to suffice, the study concludes by proposing a set of measures to ensure that the Government-wide Monitoring and Evaluation System has the necessary impact towards enhancing the performance of the Office of the Premier, and by extension, the entire government because the system is not only limited to one institution of the state, but also integrative by design. These measures include, amongst others, that the Government-wide Monitoring and Evaluation System, as a system of systems, should be fully comprehended, adopted and implemented in government. This will inevitably produce the requisite results in terms of strengthening and improving evidence-based planning, policy development and budgeting, and thereby improve the performance of government, and in particular, the Office of the Premier in Limpopo. A replica study in other areas is further recommended to enhance the implementation of the system.

This dissertation discusses the development of alternative science curriculum materials for a secondary schooling context where English, the medium of instruction, is a second language for both teachers and students. The research is located in an interpretative ethnographic framework and the data gathered during the classroom-based trialing of the materials highlights the vital role of language in the teaching and learning of school science. An interactive reading model coupled with a discourse approach to text analysis explores some of the language difficulties which black students experience with their science textbooks. That many students fail to develop adequate reading strategies is identified as lying at the heart of many learning problems. It is suggested that the key to comprehension is instruction from a base of more accessible text materials. Furthermore, although science practical work does not automatically advance students' knowledge and understanding, relevant and contextualised learning activities do equip students to become more self-directed and reflective learners of science.

Assessment is an integral component of outcomes-based education which requires a paradigm shift in assessment processes. Outcomes-based assessment is more intense than traditional assessment since it reports on many dimensions of performance. Performance is analysed in relation to outcomes and the learning demonstrated and record-keeping is more complex. This study explored the experiences of the Senior Management Team and Foundation Phase educators of a selected primary school regarding outcomes-based education, outcomes-based assessment and its management. A literature review of outcomes-based education, outcomes-based assessment and instructional leadership and an empirical study using a qualitative approach were conducted. Document analysis and semi-structured interviews with educators and school management were used for data-gathering. Findings indicated that the initial implementation of outcomes-based education was problematic, however, effective instructional leadership had improved educators' understanding and implementation of assessment. Thereafter recommendations were made for the improvement of practice. / Educational Studies / Thesis (M.Ed.)

The National Professional Diploma in Education is an in-service programme for classroom-based educators who have less than three years of professional training. The programme seeks to create a pathway to qualified teacher status in ways that will impact positively on classroom practice, prepare teacher-learners for the implementation of the new curriculum and provide a sufficiently rigorous foundation for further study. This evaluation adopted a fourth generation evaluation approach characterised by extensive engagement with programme stakeholders. Chapter 2 outlines an epistemological and philosophical framework of reference whilst Chapters 3 and 4 explore learning and teaching strategies and management and costing issues. The findings of these investigations lead to the recommendations made in Chapter 5. It is felt that the Unisa NPDE meets many of the goals of the programme, but further research is needed into the impact on classroom practice and into the management of the decentralised learner support. / Educational Studies / M.Ed. (Didactics)

One of the fundamental objectives of the criminal justice system in any country is to punish, rehabilitate, deter, incapacitate and reintegrate offenders into communities. The main motive of punishment therefore is to transform criminals into responsible and law-abiding citizens. Parole is acknowledged as an internationally accepted mechanism that allows for the conditional release of offenders from correctional centres into the community and forms one of the most important components of the criminal justice system value chain. The release of the offenders on parole therefore, does not negate the objectives of punishment but entrenches them through setting conditions by which all parolees must abide by. In other words, all offenders released on parole are supervised at all times by parole officials within their communities to ensure that they comply with their conditions. It is for this function- to grant parole to offenders, that the parole boards have been established in different countries. The Department of Correctional Services in South Africa has adopted the independent model of parole which provides for the parole boards that are headed by independent members from the public appointed by the Minister of Correctional Services. Parole is administered by the parole boards and has, as one of its main functions the release of offenders based on their eligibility. The absence of the performance management system for the parole board makes parole board decision making less transparent and government accountability difficult to establish. Performance management systems have been used to strengthen good governance. The purpose of this study is to contribute to the design of a model of performance management of the parole boards in the Department of Correctional Services in South Africa. / Penology / D.Litt. et Phil. (Penology)