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)

This study explores the flawed procurement and delivery of Learner Teacher Support Materials (LTSM) in East London district at public secondary schools in the Eastern Cape province. Poor management of the procurement of LTSM has the result that some schools in the country have limited access to LTSM because of late delivery, non-delivery, incorrect and, or delivery shortages. These problems have contributed to under-achievement in the affected schools and in turn undermine the learners’ constitutional rights and educational aims and goals. Like many other provinces, the Eastern Cape also encountered difficulties with the procurement and delivery of textbooks to various public schools. To investigate the problem, a qualitative and exploratory study was carried out. The data were collected from a sample of 19 participants involved in the three levels of the procurement process; that is, district officials, school principals and the provincial head office officials. The researcher conducted face-to-face interviews using open-ended questions. The research results showed that although the procurement process of LTSM is centralised at the head office level, the other two levels, namely the district office and the school levels, play a significant part. While these levels play an important role in determining and collating the textbook needs, they require additional communication processes and systems to be in place to avoid prolonged timeframes and follow ups that bring about delays of the overall procurement process. Between communication of the relevant guidelines, and collating and submitting book needs information, delays happen along the way at one or more levels and these ultimately lead to either late procurement, late or non-delivery of books to the relevant schools. The study showed that although there are rules, regulations and various policies that serve as guidelines in the procurement process, the actual implementation and monitoring is flawed. The lack of coherence promotes mistrust and conflict between the relevant stakeholders, which in turn brings about minimal consultation on changes relating to effective management processes during procurement and distribution of LTSM. The study recommends changes that are needed to achieve effective management to alleviate problems encountered during the procurement and distribution of LTSM in the East London district public secondary schools / Entrepreneurship, Supply Chain, Transport, Tourism and Logistics Management / M. Com. (Logistics)

The South African education system has been evolving since the country became democratic in 1994 and a number of curriculum reforms have been introduced within a short space of time. These reforms revolve around power and control and therefore, Bernstein’s concepts of classification and framing form the conceptual framework for this study. This study attempts to give a picture of what is currently happening in schools pertaining to the implementation of the grade 10 Life Sciences (LS), Business Studies (BS), and Engineering Graphics and Design (EGD) Curriculum and Assessment Policy Statement (CAPS). The dual aim of this study was to find out educators’ understanding and interpretation of the CAPS that can be observed in their teaching practice and to establish how decisions on subject content (selection, sequencing and pacing) are made. Also of importance was to determine whether educators view and treat their subject as unique or as similar to other subjects. The study used a qualitative approach, using case study design. Observations were used as the main method for data construction. Four LS, BS and EGD educators from four different schools were observed teaching the same class for five consecutive lessons. Thereafter, these educators were interviewed. For triangulation purposes, learners and the subject advisor were participants in this thesis. For this purpose a group of ten randomly selected learners from observed classes per subject and school were requested to complete a questionnaire and the LS, BS and EGD subject advisors were interviewed. The subject advisors insisted that educators follow the CAPS so that learners would be able to write common assessment tasks at the end of each term. Although educators claimed that they were following the CAPS regarding content selection, sequencing and pacing, observations showed that educators were not following the CAPS document. The findings suggest that well coordinated interventions are required to support and monitor educators’ practice. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The South African education system has been evolving since the country became democratic in 1994 and a number of curriculum reforms have been introduced within a short space of time. These reforms revolve around power and control and therefore, Bernstein’s concepts of classification and framing form the conceptual framework for this study. This study attempts to give a picture of what is currently happening in schools pertaining to the implementation of the grade 10 Life Sciences (LS), Business Studies (BS), and Engineering Graphics and Design (EGD) Curriculum and Assessment Policy Statement (CAPS). The dual aim of this study was to find out educators’ understanding and interpretation of the CAPS that can be observed in their teaching practice and to establish how decisions on subject content (selection, sequencing and pacing) are made. Also of importance was to determine whether educators view and treat their subject as unique or as similar to other subjects. The study used a qualitative approach, using case study design. Observations were used as the main method for data construction. Four LS, BS and EGD educators from four different schools were observed teaching the same class for five consecutive lessons. Thereafter, these educators were interviewed. For triangulation purposes, learners and the subject advisor were participants in this thesis. For this purpose a group of ten randomly selected learners from observed classes per subject and school were requested to complete a questionnaire and the LS, BS and EGD subject advisors were interviewed. The subject advisors insisted that educators follow the CAPS so that learners would be able to write common assessment tasks at the end of each term. Although educators claimed that they were following the CAPS regarding content selection, sequencing and pacing, observations showed that educators were not following the CAPS document. The findings suggest that well coordinated interventions are required to support and monitor educators’ practice. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Although several studies have been conducted regarding sources of stress for teachers, as well as the coping resources deployed by teachers to manage stress, no studies were found which explored these constructs for teachers within different career stages. Similarly, several studies explored the sources of stress for teachers in different South African provinces, but no studies were found which explored stress or coping resources for teachers in Gauteng. This study aims to address this identified lack in research. Teaching ranks as one of the most stressful occupations, not only internationally, but also in South Africa and therefore, stress poses a threat to the quality of education in South Africa. This threat was recognised by the Gauteng Department of Education, and as a result, the goal to increase the wellness of teachers in Gauteng was set in the Annual Performance Plan of 2012/2013; making this study not only original, but also a necessity. High school teachers (n = 193) were selected from 23 high schools in Gauteng to participate in this study. The Sources of Work Stress Inventory (SWSI), the Coping Resource Inventory (CRI) and the Adult Career Concerns Inventory (ACCI) were used to measure sources of stress, coping resources and career stages, respectively. Pearson product correlations were analysed and significant relationships were found between different sources of work stress, coping resources and career stages. / Industrial & Organisational Psychology / M.Com. (Industrial and Organisational Psychology)

This study encompasses a reflection of the way back at the beginning of the democratic South Africa when there was an immense yearning for a curriculum which could transform the education system in South Africa into a new national system for schools. After numerous attempts, in search of a tangible, user-friendly curriculum, Curriculum and Assessment Policy Statement (CAPS) was finally brought forth and at the moment, it is regarded as being the turning point of our education system and also geared at promoting the highest possible standard of education in all schools in South Africa. This study investigates some problems experienced at the apex of the management and implementation of CAPS, especially in some schools in rural areas. It focuses on some of the drawbacks which are putting a strain on the smooth running of schools during these prime stages of curriculum implementation such as disciplinary problems, overcrowded classes, large workloads for educators, the gap between well-resourced and under resourced schools as well as non-delivery of textbooks to schools in some provinces. This study examines how school management teams (SMTs), imbued with management and leadership responsibilities are able to put up systems that will ensure that evaluation, assessment and monitoring tools are utilised effectively in support of teaching and learning in schools. It is against this background that this study is therefore informed and guided by the instructional leadership paradigm which, if correctly engaged, can effectively strengthen curriculum management and implementation. For the purpose of conducting empirical research, the mixed method design was used as it offers a wider scope of collecting data and promotes triangulation. Six schools were selected on the basis of proximity to the school I am attached to, two primary schools and four secondary schools. All these were done after having obtained ethical clearance with the College of Education at Unisa and permission from the Limpopo Department of Education. Questionnaires were distributed to all educators in the six schools to fill, while one-to-one interviews were conducted with the principals of each of the six selected schools. The research highlighted that instructional leadership is critical in the implementation of CAPS with the SMTs members affirming their commitment to various aspects of instructional leadership. Furthermore, the findings also affirmed the opportunities that shared leadership offered schools to share moral purpose. However, the findings also enumerate lack of resources, lack of curriculum knowledge and larger workloads of teachers as crucial factors that inhibit the implementation of CAPS. As a result of this research, a number of recommendations and opportunities for further research are offered to Limpopo schools and their SMTs, the systemic authorities responsible for Limpopo Education and for those responsible specifically for policy making and curriculum development in the South African education system. / Educational Leadership and Management / D. Ed. (Education Management)

The education ministry has introduced a number of important curriculum forms, including Curriculum 2005 (C2005) in 1998, the National Curriculum Statement (NCS) in 2002, and most recently, the Curriculum and Assessment Policy Statements (CAPS) in 2012 in Grade 10. The latter was aimed at replacing the NCS in order to improve the quality of teaching and learning. The need for replacement was necessitated by problems that teachers experienced concerning understanding and implementing various previous curriculum policies. The literature study and theoretical framework explored scholarly contributions that are relevant to CAPS implementation. The purpose of this study is to determine teachers‟ perceptions, and identify and clarify possible barriers relating to the implementation of CAPS in Grade 10 in selected schools at Ndwedwe in Durban. For sampling purposes, rural disadvantaged schools were selected to explore the knowledge and experiences teachers hold with regard to curriculum implementation. Exploratory qualitative research design was executed with a sample of purposively selected participants which constitute one Head of Department and two teachers from each of the five different schools. Data collection was facilitated by means of interviews. The findings revealed that teachers were at first eager to welcome and accept CAPS. Furthermore, this study indicated that some challenges emerged and impeded teachers from effectively implementing CAPS. The challenges experienced relate to resource shortages, teacher training, resistance to change, class size, lack of time, professional development, workload, administrative support, monitoring and language as a barrier ( on the part of the learners). The study argues that without proper infrastructure, schools can neither hope nor manage to successfully implement CAPS. Based on the findings from literature and interviews, teachers still need immediate assistance with CAPS related matters. Recommendations are made to teachers, head of departments, principals, subject advisors, DBE and parents to aid effective implementation of CAPS. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Currently, South African special need schools that cater for intellectually disabled learners are implementing the continuous assessment policy statement (CAPS). This study explored the CAPS curriculum which is used in special needs schools, in order to determine whether or not it can develop disabled learners intellectually. In other words, can the curriculum be used to ensure that disabled learners are also prepared for future employment opportunities? Disabled learners also have a constitutional right to be lead through education to independent adulthood. This study looks at the characteristics of the intellectually disabled. It mentions some of the official South African documents in this regard and then discusses the theory of Paolo Freire. The researcher addresses two programmes that she feels could improve the curriculum quality of learners with special needs in special needs schools. A few negative aspects, as well as the time frame for South Africa to completely implement inclusive education, according to the White Paper, contributed to this research. Comparisons are drawn between two international policies and acts and South African policies and programmes, in order to determine the effectiveness and standard of South African inclusive education. This research was conducted in a special needs school in a suburb of Laudium in the Gauteng Province South Africa. It was a qualitative study and adopted a case study design. The researcher collected data from the principal, HOD, occupational therapist, two teachers and an administrative staff member, who were the participants in the study, using a questionnaire as an instrument for data collection. Inclusive analysis was used to narrate and explain the data. The researcher found that the CAPS curriculum does not equip, prepare or develop learners who are intellectually disabled. The teachers and staff members feel that they need more training and development to support learners with special educational needs, together with a suitable curriculum to ensure effective teaching and learning. / Inclusive Education / M. Ed. (Inclusive Education)

The purpose of this study was to investigate the relationship between attitudes towards supervisory support after training and work performance of employees at the Department of Education’s Nkangala District in Mpumalanga during 2008. The sample comprised a complete sampling frame of HR and finance personnel. A five-point Likert scale was used to evaluate the attitudes of respondents towards supervisory support, and their work performance scores were correlated with the ratings of the attitudes towards supervisory support after training. Pearson’s product- moment correlation coefficient (PPM) was used to assess the relationship between the two variables. The results showed no significant relationship between attitudes towards supervisory support and work performance. The ANOVA test found that a significant (p= .016) difference only existed between attitudes towards supervisory support and educational level. The hypothesis stated in this study was therefore rejected. / Human Resource Management / M. Tech. (Human Resource Development)

The Department of Basic Education (DBE) has associated the poor pass rate in the National Senior Certificate (NSC) Grade 12 Physical Sciences examinations to the learners’ lack of practical skills and the inability of learners to solve problems by integrating knowledge from the different topics in Physical Sciences. The CAPS (Curriculum and Assessment Policy Statement) is central to the planning, organising and teaching of Physical Sciences. Even though more than a third of the learners achieved below 30% in the NSC Grade 12 Physical Sciences: Physics (P1) November 2017 examination, there was a lack of references made to the CAPS, rationalising the poor performance. A disjointed alignment between the CAPS and the P1 is a possible cause for the poor performance. Since there have been no previous studies that investigated the alignment between the CAPS and the P1, this study aims to fill that gap. This study used a positivist research paradigm and a case study research strategy. A purposive sampling procedure selected the CAPS Grades 10 – 12 Physical Sciences document; the Physical Sciences Examination Guidelines Grade 12 documents and the final and supplementary P1 examinations in the period starting November 2014 to March 2018 as the documents for analysis. A summative content analysis research technique was conducted using the Surveys of Enacted Curriculum (SEC) research method. The SEC method employed the use of the four topics of Grade 12 Physics and the four non-hierarchical levels of cognitive demand as described in the modified version of Bloom’s taxonomy. The physics topics included mechanics; waves, sound and light; electricity and magnetism; and optical phenomena. The cognitive demand levels included recall; comprehension; application and analysis; and synthesis and evaluation. This study found a 100 percent categorical coherence, a 67.3 percent balance of representation, a 79.4 percent cognitive complexity and an average Porter’s alignment index of 0.77 between the CAPS and the P1. The overall Cohen’s kappa for all the documents analysed was 0.88. The findings of this study indicate that the mechanics topic was under-emphasised whilst the application and analysis cognitive demand was over-emphasised in the P1. The CAPS and the P1 did not utilise the highest cognitive demand, synthesis and evaluation which may be interpreted as an environment that fosters lower order thinking. To change this environment of lower order thinking and simultaneously increase the alignment between the CAPS and the P1 this study recommends that firstly, the CAPS decreases the recall based content of the mechanics topic. Secondly, the CAPS and the P1 increase the synthesis and evaluation cognitive demand-based content at the expense of the recall cognitive demand-based content. Thirdly, the CAPS must include the content of the school-based physics practical assessments while decreasing the focus on physics definitions. The ultimate aim is an improvement in the pass rates of the NSC Grade 12 Physical Sciences examinations. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education (Physics Education))