The Minister for Public Service and Administration Geraldine Fraser-Moleketi, made a request to government departments to move towards improved productivity, an improved scale of service delivery and the kind of quality service where citizens can say that public servants across the board, are performing to the best of their ability. The Government has put in place policies such as Performance Management and Developmental System (PMDS) as a gesture of its commitment and seriousness about effecting a better life for all through a business like approach to public service, Unfortunately some governments departments fail to enforce the policy accordingly. This paper is intended to examine the implementation of PMDS within the Department of Education in the North West. A qualitative research was conducted in the Corporate Center (Head Office) of the department. The data was collected from three managers and four staff members, two of whom are union representatives. The correspondence on PMDS and the researcher's observations were also used in this study. The investigation conducted revealed that performance management is not a priority in the department as it is done on an ad ho basis. There are also no specific people appointed to enforce the policy and those supervisors who do not feel like implementing the tool do so. This has a negative impact on the service delivery. There is a need for the department to make performance management a priority so as to improve productivity and service delivery. / M.Admin. (Industrial Relations) North-West University, Mafikeng Campus, 2005

M. Tech. Public Management / The research problem involves the challenges encountered during the implementation of the performance management and development system at the Department of Education (Gauteng North District) (Department). The study aimed at identifying the challenges which personnel face when implementing the system and to contribute towards the body of knowledge by suggesting an acceptable and simple method of implementing the performance management system in the Department. The performance management and development system is vital in the sense that every government department uses the system to measure the performance of personnel against the set standards of the Departments objectives. It should be borne in mind that without personnel performing according to the set objectives, the Department will not be able to achieve its goals.

There is now widespread acceptance in the organisations that human resources are an important source of competitive advantage, or an important component of the value chain. In the public service sector, the delivery of services to the populace depends on the competence, motivation and discipline of the employees. All of this points to the importance of properly dealing with HR issues in organisations. This empirical study gathered the views of Ward Managers of the Kwa-Zulu Natal Department of Education. 40% of Ward Managers participated in this survey, and the responses were analysed utilising the Statistical Package for Social Sciences (SPSS). The results indicate that the majority of respondents perceived the department’s disciplinary process to be unfair both substantively and procedurally. The majority of respondents felt that there were inconsistencies in the decisions to discipline employees; that the sanctions were inconsistent and that the disciplinary hearings took too long to finalise. Finally, this study recommended further research on the subject, especially utilising different methodologies such as in depth case studies and unstructured interviews in order to gain insights into the reasons why Ward Managers hold the views that they hold or to refine some of the concepts in order to understand what exactly they understand by concepts such as ‘unfairness’. / Thesis (MBA)-University of KwaZulu-Natal, Westville, 2010.

Magister Artium (Psychology) - MA(Psych) / The inclusive education system in South Africa is one that accepts children with many types of barriers to learning, whether these are physical, emotional or cognitive in nature. In 2001, the Department of Education published the White Paper 6 in order to address inclusive education in the South African context over a time frame of 20 years. It has been 15 years since the White Paper 6 was published, and many South African educators still face the same challenges as they did at the start of the Inclusive Education System. Managing children with barriers to learning comes with many challenges and uncertainties, and with the high prevalence of children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) globally, there is a strong need to understand what the condition entails and how to manage it effectively. A study like this is imperative in order to explore management strategies used by Grade 1 educators when working with learners presenting with Attention Deficit Hyperactivity Disorder symptoms in mainstream schools in the Western Cape. A further aim is to explore the support structures currently available to these educators as well as the support required by these educators. The study also aims to understand the challenges facing educators in these settings as there are limited research studies and literature available which focus on how to apply the inclusive education policies that exist in South Africa. The study used bio-ecological systems theory as a theoretical framework. A qualitative approach was used to conduct the study, including semi-structured individual interviews and data that was analysed by thematic analysis. A total of four local schools were included in the study, comprising of twelve interviews with Grade 1 educators from mainstream schools based in the Western Cape. The findings were as follows: many educators felt that they did not receive enough training on Attention Deficit Hyperactivity Disorder, therefore lacking knowledge on how to apply management strategies to address this. Managing a diverse range of learners, lack of resources, lack of parental involvement, lack of assistance in the classroom, as well as distracted and disorganised children posed as challenges for educators working with learners presenting with Attention Deficit Hyperactivity Disorder symptoms. Some educators felt that class sizes were too big; helping non-English learners who displayed symptoms of Attention Deficit Hyperactivity Disorder to reach their full potential was challenging; and covering all the content in the Curriculum Assessment Policy Statements (CAPS) was overwhelming for some as it does not always allow space for learners who learn differently in the classroom. Educators teaching in lower-income communities struggled with parental support and generally had fewer resources available to them. Not all of the participants received sufficient support from other professional health practitioners, principals, and support at various levels of the education system in the Western Cape and Department of Education.

The purpose of the study was to explore the implementation of the curriculum and assessment policy statements in the selected primary schools in Limpopo Province. An empirical investigation following qualitative approach was carried out to investigate the views of teachers from two primary schools in Capricorn District. Two curriculum advisors were interviewed as well as five teachers to find out their views and experiences on the CAPS training and implementation issues and challenges. The study confirms that teachers are not well prepared to meet the challenges of the CAPS. The time set aside for training is limited, the resources needed to support teachers and the implementation are inadequate and some of the trainers are not well prepared. The study recommends that the Department of Basic Education continues engaging with trainers, school management teams, teachers and learners and determine specific strategies, based on the school contexts, to improve the provision of training, resources and support to enable effective and efficient curriculum implementation. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

A study was undertaken to explore what constitutes instructional capacity in the teaching and learning of mathematics (TLM), with a focus on how schools (as institutions of teaching and learning) integrate resources for a particular configuration of capacity to promote high achievement levels of Grade 12 students in mathematics. Data were collected in ten public secondary schools, mostly in a disadvantaged context, in the Vhembe District in Limpopo Province, South Africa. The study explores strategies for constructing, organising and replenishing instructional capacity in TLM. Five low- and five high-performing schools were selected, based on the pass rate in mathematics in high stakes examinations. The researcher observed lessons and interviewed ten Grade 12 mathematics teachers, ten principals, five curriculum advisors and a sample of forty Grade 12 mathematics students. The research revealed that the capacity to encourage the new curriculum reform practices in TLM within different schools is often inadequate, and largely fails to compensate for organisational effects and arrangements that shape the capacity to create quality instruction in mathematics. However, high-performing schools were somewhat ahead of low-performing schools in terms of encouraging reform-oriented teaching and learning in mathematics. Recommendations include: Principals should initiate the development and implementation of a school-based clinical supervision programme through collaborative decision-making to promote a sense of ownership by all mathematics teachers. Such a supervision programme would enhance commitment and ensure that all efforts are unified towards improving the quality of TLM. There is a need for the DoE in Limpopo Province to coordinate teacher professional development workshops, where effective practising mathematics teachers model how they teach mathematics in the classroom, while other teachers observe. Context-based strategies to enhance student outcomes in mathematics should be devised, such as modelling good practice by effective teachers in terms of: lesson preparation; subject knowledge; pedagogic approach; assessment and monitoring of classroom practice, including direct observation of teaching by HoDs and principals. It is proposed that attention to these issues, amongst others, would limit the impact of an unpromising context on student achievement levels in mathematics in high stakes examinations in the Vhembe District and elsewhere. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education)

The study serves to explore teachers’ enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools. The data was collected by means of semi-structured individual interviews. The respondents were grade 11 teachers whose schools were chosen by the researcher because all the respondents had undergone a week long CAPS training. The study adopted a qualitative approach therefore a purposive non-probability sampling strategy was used to select the sample. The collected data from the respondents was analysed qualitatively and recommendations based on the research findings were made. In a nutshell, the teachers’ enactment of CAPS still remains a tall order for the South African teacher but with sufficient support and encouragement to the teacher from all stakeholders it can become a success story. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Improving Grade 12 learner performance is a critical issue because only a few learners are able to go to university. Grade 8 learners lack the required subject content knowledge to be in secondary school. The aim of this study was to identify key generic curriculum factors affecting Grade 12 learner performance. The aim was addressed by conducting the relevant literature study and an empirical investigation. In various studies, the implementation of the Curriculum and Assessment Policy Statement (CAPS) has been associated with tremendous challenges, including content congestion, workload, too much paperwork, too much assessment and limited time. There are ongoing expressions of uncertainty about the type of learners the CAPS is producing. Many of these learners do not understand English, cannot read or write, do not care about their education, are not doing their homework and are ill-disciplined. Against this backdrop of uncertainty, this study offers a critical reflection of key curriculum factors affecting learners’ performance. This multiple case study was undertaken using semi-structured individual interviews with 12 Heads of Departments, which were conducted to explore their perceptions and experiences regarding the CAPS. Six focus group interviews with teachers were also conducted to provide an in-depth understanding of their views. The findings of the study offer a deeper understanding of the key generic curriculum factors affecting learner performance which require a special intervention at foundation phase to ensure that primary school learners are prepared for Grade 12. It is envisaged that the research findings will assist the Department of Basic Education with decisions relating to improving learners’ performance. The study recommends that involving as many experienced teachers as possible in the curriculum design will have a positive impact on learner performance. It is recommended that the Department of Basic Education should reduce the number of subjects at secondary school level; align time allocated to complete the syllabus with the Annual Teaching Plan; replace School-Based Assessments with tests; conduct an exit examination at the end of every phase; identify one prescribed textbook for each subject; encourage top performing students to become teachers; and make teaching a high-status profession. Experienced teachers should be given an opportunity to design the curriculum because they understand the challenges facing the education system. The Department of Basic Education should minimise changes to the curriculum because the teachers work better with what they know. iv The study concluded that the first 30 minutes of each day should be an English period to enhance reading skills; learners should be given an opportunity to choose subjects from Grade 8 not from Grade 10; the pass rate should be raised to 50% for all the subjects; Life Orientation should be done only up to Grade 7; more Further Education and Training colleges should be opened so that learners can be directed accordingly if they cannot cope in a mainstream school; progression and adjustment of marks should be stopped; more teacher training colleges should be opened; more and better resources at all under-resourced schools must be provided; each school should have a full-time psychologist on staff; and learners should be motivated regularly by educated or successful community members. / Dit is noodsaaklik om die prestasie van Graad 12-leerlinge te verbeter aangesien weinig van hulle aan ʼn universiteit verder kan studeer. Graad 8-leerders beskik nie oor die vakkennis wat op hoërskool van hulle verwag word nie. Die oogmerk van hierdie studie was om vas te stel watter betekenisvolle generiese kurrikulumfaktore die prestasie van Graad 12-leerders bepaal. ʼn Literatuurstudie en empiriese ondersoek is met die oog hierop gedoen. Volgens verskeie studies bring die implementering van die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) geweldige uitdagings mee waaronder die vertering van lesinhoud, ʼn groot werklas, te veel papierwerk, te veel assessering en te min tyd. Bedenkinge word gereeld uitgespreek oor die soort leerder wat die KABV tot gevolg het. Talle leerders verstaan nie Engels nie, kan nie lees of skryf nie, is nie oor hulle eie opvoeding besorg nie, doen nie hulle huiswerk nie, en is ongehoorsaam. Hierdie studie besin krities oor die betekenisvolle kurrikulumfaktore wat leerders se prestasie beïnvloed. In hierdie meervoudige gevallestudie is halfgestruktureerde onderhoude met 12 departementshoofde gevoer. Hulle perspepsie en ervaring van die KABV is in die onderhoude verken. Ses fokusgroeponderhoude is met onderwysers gevoer om hulle siening daarvan te verkry. Die bevindings van die studie bied ʼn grondige insig in die betekenisvolle generiese kurrikulumfaktore wat leerderprestasie beïnvloed. Dit vereis ingryping in die grondslagfase om laerskoolleerders vir hoërskool en uiteindelik Graad 12 gereed te kry. Op grond van hierdie bevindings kan die Departement van Basiese Onderwys veranderings aanbring wat die prestasie van leerders kan verbeter. Die studie beveel aan dat soveel ervare onderwysers as moontlik by die kurrikulumontwerp betrek word. Dit sal leerdersprestasie verbeter. Daar word voorts aanbeveel dat die Departement van Basiese Onderwys die aantal hoërskoolvakke verminder; die tydperk waarin die sillabus afgehandel word, met die jaarlikse onderrigplan in ooreenstemming bring; vii skoolassessering met toetse vervang; leerders aan die einde van elke fase ʼn uitgangseksamen laat skryf; een handboek vir elke vak voorskryf; skrander studente aanmoedig om onderwysers te word; en die aansien van die onderwysberoep verhoog. Ervare onderwysers moet aan die opstel van die kurrikulum meewerk omdat hulle die struikelblokke in die onderwysstelsel die beste begryp. Die Departement van Basiese Onderwys moet minder aan die kurrikulum torring aangesien onderwysers beter werk met dinge wat hulle ken. Die slotsom waartoe in hierdie studie gekom word, is dat die eerste 30 minute van elke skooldag ʼn Engelse periode moet wees waarin leerders hulle leesvaardighede verbeter. Leerders moet reeds in Graad 8 vakke kan kies, nie eers in Graad 10 nie. Die slaagpunt moet in alle vakke 50% wees. Lewensoriëntering moet slegs tot Graad 7 aangebied word. Leerders wat nie in ʼn hoofstroomskool die mas opkom nie, moet aan kolleges vir verdere onderwys en opleiding verder kan leer. Punte moenie opgeskuif word nie. Meer onderwyseropleidingskolleges moet geopen word. Skole met beperkte hulpbronne moet van meer en beter hulpmiddels voorsien word. ʼn Voltydse sielkundige moet by elke skool aangestel word, en suksesvolle en opgevoede gemeenskapslede moet leerders gereeld motiveer. / Kaonafatšo ya mašomelo a Kreite ya 12 ke ntlha ya bohlokwa ka ge baithuti ba mmalwa ba kgona go ya yunibesithi. Baithuti ba Kreiti ya 8 ba hloka tsebo ya diteng tša thuto yeo e nyakwaga ke baithuti ba dikolo tše di phagamego. Nepo ya thuto ye ke go hlaola dintlhakakaretšo tša kharikhulamo ya go ama mašomelo a moithuti wa Kreite ya 12. Maikemišetšo a a rarollotšwe ka go dira thuto ya dingwalwa le dinyakišišo tša thuto. Ka go dithuto tša go fapana, phethagatšo ya Setatamente sa Pholisi ya Kharikhulamo le Tekolo (CAPS) e amana le mathata a magolo,a go akaretša pitlagano, tšhomišo ye ntši ya pampiri, tekolo ye ntši, le nako ye nnyane. Go na le ditšweletšo tše dintši tša go se kgotsofale ka ga mohuta wa baithuti bao CAPS e ba tšweletšago. Bontši bja baithuti ba ga ba kwešiše Seisemane; ga ba kgone go bala goba go ngwala; ga ba na taba le thuto ya bona; ba ba dire mošomo wa bona wa gae; ga ba na mekgwa ye mebotse. Ke ka lebaka la tšweletšo ye ya go se be le nnete, thuto ye e tšweletša taetšo ya bohlokwa ka ga dintlha tša bohlokwa tša kharikhulamo tšeo di amago mašomelo a baithuti. Thutophatišišo ye e swanetše go dirwa go šomišwa ditherišano tša go hlangwa gannyane le Dihlogo tše 12 tša Dikgoro. Dipoledišano tše tša mošomo di dirilwe go lemoga mmono wa bona le boitemogelo bja CAPS. Dipoledišano le dihlopha tše tshela tša barutiši di dirilwe go hwetša kwešišo ya go tsenelela ya mmono wa bona. Dipoelo tša thuto di fana ka kwešišo ya go tsenelela ya dintlha tša motheo tša kharikhulamo tšeo di amago mašomelo a baithuti le go nyaka thušo ya go ikgetha ka go thuto ya motheo go netefatša go re baithuti ba thuto ya phoraemari a loketše sekolo se se phagamego le Kreite ya 12. Go lebeletšwe gore dipoelo tša diphatišišo di tla thuša Kgoro ya Thuto ya Motheo go dira diphetho tša go tliša kaonafalo ka go mašomelo a baithuti. Thuto e hlohleletša go re ka ge barutiši ba bantši ba maitemogelo ba tšee karolo ka go tlhamo ya kharikhulamo ka ge se se tla ba le seabe sa maleba go mašomelo a baithuti. Go dirwa tšhišinyo ya go re Kgoro ya Thuto ya Motheo e swanetše go fokotša palo ya dithutwana x maemong a sekolo se se phagamego; lekanyetša nako yeo e filwego go phetha dithuto go ya ka leano la go ruta la ngwaga; go tlošwe ditekolo tšeo di dirwago sekolong go dirwe melekwana; go dirwe hlahlobo ya go tšwa mafelelong a sekgao se sengwe le se sengwe; go hlaolwe puku ye tee yeo e kgwethilwego go thuto ye nngwe le ye nngwe; go hlohleletša baithuti bao ba šomago gabotse go re ba be barutiši; le go dira gore barutiši e be mošomo wa maemo a godimo. Barutiši ba maitemogelo ba swanetše go fiwa sebaka sa go hlama kharikhulamo ka gobane ba kwešiša mathata a tshepedišo ya thuto. Kgoro ya thuto ya Motheo e swanetše go fokotša diphetogo ka go kharikhulamo ka gobane barutiši ba šoma gabotse ka tšeo ba di tsebago. Thuto ye e rumile ka go re metsotso ye 30 ya mathomo ya letšatši le lengwe le lelengwe e swanetše go ba thuto ya Seisemane go kgontšha bokgoni bja go bala; baithuti a swanetše go fiwa sebaka sa go kgetha dithuto go tloga ka go Kreite ya 8 e sego ka go Kreite ya 10; kelo ya katlego e swanetše go phagamišwa go ya go diperesente tše 50 go dithuto ka moka; Life Orientation e swanetše go rutwa fela go fihla go Kreiti ya 7; go swanetše go bulwe dikholetšhe tša tlaleletšo tša thuto le tlhahlo go baithuti bao ba sa kgonego go kgotlelela go sekolo sa setlwaedi; tšwelopele le tlaleletšo ya meputso e swanetše go emišwa; go swanetše go bulwe dikholetšhe tše dingwe tša barutiši; methopo ye mentši ya kaone go dikolo ka moka tšeo di se nago methopo ya go lekana e swanetš go fiwa; sekolo se sengwe le se sengwe se swanetše go ba le rasaekholotši wa sa ruri gare ga bašomi; le baithuti ba swanetše go hlohleletšwa kgafetšakgafetša ke maloko a setšhaba ao a rutegilego goba go atlega. / Curriculum and Instructional Studies / Ph. D. (Education (Curriculum Studies))

A study was undertaken to explore what constitutes instructional capacity in the teaching and learning of mathematics (TLM), with a focus on how schools (as institutions of teaching and learning) integrate resources for a particular configuration of capacity to promote high achievement levels of Grade 12 students in mathematics. Data were collected in ten public secondary schools, mostly in a disadvantaged context, in the Vhembe District in Limpopo Province, South Africa. The study explores strategies for constructing, organising and replenishing instructional capacity in TLM. Five low- and five high-performing schools were selected, based on the pass rate in mathematics in high stakes examinations. The researcher observed lessons and interviewed ten Grade 12 mathematics teachers, ten principals, five curriculum advisors and a sample of forty Grade 12 mathematics students. The research revealed that the capacity to encourage the new curriculum reform practices in TLM within different schools is often inadequate, and largely fails to compensate for organisational effects and arrangements that shape the capacity to create quality instruction in mathematics. However, high-performing schools were somewhat ahead of low-performing schools in terms of encouraging reform-oriented teaching and learning in mathematics. Recommendations include: Principals should initiate the development and implementation of a school-based clinical supervision programme through collaborative decision-making to promote a sense of ownership by all mathematics teachers. Such a supervision programme would enhance commitment and ensure that all efforts are unified towards improving the quality of TLM. There is a need for the DoE in Limpopo Province to coordinate teacher professional development workshops, where effective practising mathematics teachers model how they teach mathematics in the classroom, while other teachers observe. Context-based strategies to enhance student outcomes in mathematics should be devised, such as modelling good practice by effective teachers in terms of: lesson preparation; subject knowledge; pedagogic approach; assessment and monitoring of classroom practice, including direct observation of teaching by HoDs and principals. It is proposed that attention to these issues, amongst others, would limit the impact of an unpromising context on student achievement levels in mathematics in high stakes examinations in the Vhembe District and elsewhere. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education)

The study serves to explore teachers’ enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools. The data was collected by means of semi-structured individual interviews. The respondents were grade 11 teachers whose schools were chosen by the researcher because all the respondents had undergone a week long CAPS training. The study adopted a qualitative approach therefore a purposive non-probability sampling strategy was used to select the sample. The collected data from the respondents was analysed qualitatively and recommendations based on the research findings were made. In a nutshell, the teachers’ enactment of CAPS still remains a tall order for the South African teacher but with sufficient support and encouragement to the teacher from all stakeholders it can become a success story. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)