M.Cur. / The revision of education legislation in South-Africa has brought about a changed approach in teaching which requires that students' background knowledge and frame of reference be accommodated in courses. Adult learners registering for post-basic courses at tertiary education institutions already possess acquired knowledge and experience, and have certain preferences in teaching and learning methods. They have also developed a personal interest in their vocational fields. Moreover, they are able to assume responsibility for their own learning, and they desire to become involved in the planning of their teaching. The principle of active involvement of adult learners in their learning, as well as the structuring of own knowledge, is endorsed by the literature as being the most effective approach to learning. Guidance by learning facilitators must take this into account. It appears that the active involvement of adult learners in the drawing up an agreement between learner and learning facilitator can offer a possible solution. The aim of the study was to formulate guidelines for framing an individualised learning-teaching agreement between adult learners and learning facilitators for the completion of a selected module in Community Health Nursing or Occupational Health at a residential Technikon. A contextual, qualitative, exploratory and descriptive research design was selected, in which an inductive strategy was followed. The study had three phases. During the first phase, focus-group interviews were conducted to explore adult learners' views of teaching, learning and a possibile agreement. The analysed data were summarised in a table of 37 consolidated statements. During the second phase, a literature study was carried out by using the main categories of the data of Phase 1 as a point of departure. A second table of 42 consolidated statements was drawn up. After completion of this phase, the main categories were represented in a conceptual framework. The data from the first two phases were consolidated and by logical inferences 11 guidelines were formulated, as well as the rationale and operationalision of each, for drawing up a teaching-learning agreement. These guidelines were validated during a critical discussion with fellow learning facilitators. The guidelines direct the learning facilitator and adult learner in jointly drawing up an individualised teaching-learning agreement, according to which the needs of the adult learner and the vocational requirements of the educational institution and occupational councils can be reconciled in order to ensure that effective learning and vocational preparation can eventually be achieved.

M.Ed. / The main aim of the study is to develop an appropriate curriculum framework for Communication Studies at teacher training institutions. 4 This aim will require: 1.3.1 Identifying the basic principles involved in developing a curriculum framework; 1.3.2 Identifying the basic guidelines underlying a course in Communication Studies; and finally 1.3.3 Identifying the needs of student teachers in Communication Studies from the perspective of teacher educators

Thesis (MEd)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The facilitation of human rights values might be considered a means to rethink and redefine values education in South Africa. This study aimed at determining how human rights values were addressed in the context of independent Waldorf Education and government initiated outcomes-based education in South Africa, and how educators facilitated these values in various circumstances. In exploring the philosophies, theories and practices of these education models against the background of paradigmatic and post-paradigmatic philosophies in support of the socially constructive curriculum theory, important notions were highlighted that have preceded, and might follow, the facilitation of human rights values. The epistemologies, ontologies and methodologies of the emancipatory paradigm and postparadigmatic framework appeared to provide appropriate philosophical departure points regarding the facilitation of human rights values. This study anticipated the theoretical clarification of the concept human rights values and included a discussion on the importance of these values in various school contexts. Values identified from the Manifesto on Values, Education and Democracy (2001), that were also present in the Curriculum: Waldorf Schools in South Africa (1995), were discussed as possible human rights values. Empirical research was conducted to explore how human rights values were attended to in good practice scenarios in order to provide insight into the questions posed regarding the facilitation of human rights values. Through systematic ethnographic observations and semi-structured interviews it appeared that in both school contexts human rights values were more frequently addressed in incidental situations than in formal curriculum contents. This is interesting seeing that the outcomes-based education model has a number of documents to guide the facilitation of human rights values within formal curriculum contents, whereas the Waldorf approach has no such supportive documents. One might question the value and influence of numerous documents if basic knowledge that is required for the meaningful interpretation of such documents is not communicated from the outset. Moreover, it became evident that since Waldorf educators are adequately trained in Anthroposophy, the philosophy to which Waldorf schools adhere, they deal with curriculum matters such as socially constructing a curriculum more effectively. The training of outcomes-based education educators can be questioned regarding the philosophy, theory and methodology of outcomes-based education in view of the hasty implementation of this new model for government schools. As a result of this hurried process, educators of outcomes-based education are experiencing numerous uncertainties when they have to manage curriculum matters such as socially constructing a curriculum. Recommendations and related examples were provided after the completion of the study. This included, among others, the notions of dialogically facilitating human rights values to promote learners' understanding of their rights, and the rights of others; to transform incidental facilitation of human rights values into worthwhile teaching-learning experiences; to use human resources - including learners - to convey human rights values; and to focus educators' training (both in-service and pre-service) toward the inclusion of human rights values and promoting an understanding of socially constructing a curriculum. The study was concluded with the remark that human rights values might be an appropriate means to redefine values education, provided that the facilitation of human rights values are based on suitable theoretical and philosophical premises; and that those held responsible to facilitate such values are assisted in this task. / AFRIKAANSE OPSOMMING: Die fasilitering van menseregte-waardes kan beskou word as 'n wyse om waarde-opvoeding in Suid-Afrika opnuut te deurdink en te herdefinieer. Hierdie studie het ten doel gehad om vas te stel hoe menseregte-waardes in onafhanklike Waldorf Onderwys en staatsgeïnisieerde uitkomsgebaseerde onderwyskontekste in Suid-Afrika aangespreek word, en ook hoe dit in die praktyk gefasiliteer word. Die verkenning van teorieë, filosofieë en praktyke aangaande die twee opvoedingsrnodelle teen die agtergrond van paradigmatiese en post-paradigmatiese filosofieë, ter ondersteuning van kurrikulumteorie, het kardinale aspekte wat die fasilitering voorafgegaan het, en moontlik tot gevolg kan hê, uitgelig. die sosiaal-konstruktiewe van menseregte-waardes Dit kom voor asof die epistemologieë, ontologieë en metodologieë onderliggend aan die emansipatoriese paradigma en die post-paradigmatiese raamwerk 'n genoegsame filosofiese aanvangspunt bied met betrekking tot die fasilitering van menseregte-waardes. In die studie is die konsep menseregte-waardes konseptueel-teoreties verklaar. Dit het ook 'n bespreking oor die belangrikheid van hierdie waardes in verskeie skoolkontekste ingesluit. Waardes geïdentifiseer uit die Onderwysrnanifes oor Waardes en Demokrasie in die Onderwys (Manifesto on Values, Education and Democracy, 2001) wat ook sigbaar was in die Waldorf-kurrikulumdokument (Curriculum: Waldorf Schools in South Africa, 1995), is bespreek as moontlike menseregte-waardes. Empiriese navorsing is onderneem om die wyse waarop menseregte-waardes in goeie praktyk-scenarios aangespreek word te verken ten einde nuwe insig te verkry rakende die fasilitering van menseregte-waardes. Deur die sistematies-etnografiese waarnemings en semi-gestruktureerde onderhoude het dit voorgekom dat menseregte-waardes in beide skoolkontekste meestal in toevallige situasies aangespreek word, eerder as deel van formele kurrikuluminhoude. Dit is interessant, gegewe die feit dat die uitkomsgebaseerde opvoedingsmodel heelwat dokumente beskikbaar gestel het om die fasilitering van menseregte-waardes te rig, terwyl die Waldorf-benadering geen ondersteunende dokumentasie in dié verband bied nie. Mens kan tereg vra wat die waarde en invloed van sulke dokumente is as basiese kennis, wat nodig is om hierdie dokumente betekenisvol te interpreteer, nie eerste oorgedra word nie. Dit het ook gelyk asof Waldorf-onderwysers beter met kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, omgaan weens hul goeie opleiding betreffende Antroposofie, die filosofie wat Waldorf-onderwys onderlê. Opvoeders in uitkomsgebaseerde onderwys se opleiding in die teorie, filosofie en metodologie van die onderwysmodel, wat beïnvloed is deur die haastige implementering van die nuwe model in staatskole, kan bevraagteken word. Laasgenoemde aspek blyk onsekerhede te veroorsaak wanneer hierdie onderwysers kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, moet hanteer. Ná afloop van die studie is sekere aanbevelings en verwante voorbeelde gegee. Dit het onder meer die volgende ingesluit: dat dialoog na 'n wenslike fasiliteringstrategie lyk in die bevordering van leerders se begrip van hul regte, asook dié van andere; dat situasies waartydens menseregte-waardes toevallig aangespreek word omskep kan word in waardevolle onderrig-Ieerervaringe; dat menslike hulpbronne - insluitende leerders - gebruik kan word om menseregte-waardes oor te dra; en dat onderwysersopleiding (beide indiens en voordiens ) op die insluiting van menseregte-waardes en die bevordering van begrip vir die sosiale konstruering van 'n kurrikulum moet fokus. Die studie is afgesluit met die opmerking dat menseregte-waardes tot die herdefiniëring van waarde-opvoeding mag bydra, gegewe dat dit op gepaste teoretiese en filosofiese begrondinge gebaseer is, en dat diegene wat verantwoordelik gehou word vir die fasilitering van sulke waardes, die nodige ondersteuning in dié verband sal kry.

South African primary school children need to be confronted with music in such a way that they can create, perform, listen and relate to it in a multicultural setting. This can be achieved by integrating music into the primary school curriculum, by means of ideas drawn from Comprehensive Musicianship, the spiral curriculum and outcomes-based education. Apart from the educational value of an integrated curriculum, the shortage of trained music educators makes it a necessity to involve generalist teachers in this way. There is thus a need, not being met by SASMT or SAMES, for a professional organisation to examine the goals and objectives of school music, and to equip teachers to put them into practice. In addition, as music is not specifically protected in Curriculum 2005, a professional organisation dedicated to primary school music is crucial to the survival of music education in South Africa. / Art History, Visual Arts & Musicology / M. Mus.

Multiculturalism is a policy of support for exchange among different groups of people to enrich all while respecting and preserving the integrity of each. South Africa comprises one of the most multi-ethnic, multiracial, multireligious and multicultural societies in the world. South Africa is a vast country of many peoples with many musics. Multicultural music can contribute to educational reform by providing equity and equality of learning experiences to all learners in a multicultural society. Music is not just an art to be practised within the education of a multicultural society. It is, in itself, a truly multicultural education. In the study of music education, the culture and nature of a people must be understood. There must be opportunities for all to be immersed in the music of other indigenous cultural groups and of world cultures. Music activity is not an isolated activity within a culture; music education as culture is the concept. Children have developmental levels and specific needs in different stages. This learning and becoming child experience music as a group of processes that reflect in sound what is happening in life. There is a difference in the development and behaviour between children of various cultures. Each child has special needs to become self-actualized. Multicultural music education attempts to meet these needs. In this thesis a curriculum model for multicultural music education is proposed. A common elements approach used in a spiral of musical and human development and based on the sound approach is used to expand awareness of fundamental elements of music to include all types of music of all people. This approach would lead to better understanding of other peoples and cultures. Based on these findings, guidelines and recommendations for multicultural music education are provided. / Educational Studies / D. Ed. (Empirical Education)

D.Ed. / The general objective of this study is to illuminate the challenges experienced by educators in the provision of Environmental Education at schools in Curriculum 2005. In order to realize this general aim, the following serve as specific aims: Firstly, to provide a theoretical base for Environmental Education with a view to increasing the understanding of this relatively new discipline. Secondly, to examine and analyse the factors hindering the successful implementation of Environmental Education in schools. Thirdly, to identify and discuss potential solutions. An extensive literature review was undertaken to examine core areas impeding effective teaching of Environmental Education and its emphasis on Curriculum 2005. The investigation included data collection from experienced educators who have been incorporating Environmental Education in their subject teaching. The qualitative research design was utilized. The data collection methods the researcher applied include observation where personal visits were made to schools promoting Environmental Education. Phenomenological interviews were conducted with different individual educators; in schools with more than four environmental educators, focus group interviews were preferred. The data of this research were collected in schools in Gauteng Province through qualitative data collection techniques. The data collected was also analysed, coded, clustered and categorized. The empirical findings of the study were confirmed by using different methods and sources. The main findings indicated that where Environmental Education is well coordinated and all educators are involved, it is carried out in a more effective way compared to schools where Environmental Education is left to one educator and poorly coordinated. The study recommends that Environmental Education should not be left to one committed environmental educator, but that all educators need to be trained to incorporate Environmental Education into their school curriculum.

M.Ed. / Innovation is not a constraint In education which will disappear if it is ignored. innovation, and for the purposes of this study, curriculum innovation is a means whereby man adapts and survives in a continuously changing society. Curriculum Innovation Is defined by Ceri (1969:13) in the following manner. "We understand Innovation to mean those attempts at change in an educational system which are consciously and purposefully directed with the aim of Improving the present system"...

D.Ed. (Education) / In this research the core syllabuses, departmental syllabuses and the matriculation examination papers were evaluated. For the purpose of evaluation certain criteria were developed based on inherent curriculum design principles, including a situation-analysis. Cognizance was taken of the data obtained in an earlier investigation by the Human Sciences Research Council on the needs.and demands of the work situation. Criteria were developed in the areas of Education, Linguistics and Language Didactics. Linguistic criteria are based on a Pragmatic language perspective, including a Pragmatic component as part of language structure. In order to obtain a clearer criterial focus, the different structure oriented, content based and educational criteria were integrated in a criterial structure. In the application of the criterial structure to the abovementioned curriculum documents, it was found that the language syllabuses do not adequately equip the learner to become adult educated users of the language. The learner is being inadequately equipped for the demands of the various social contexts in which he or she is required to use the language. The essential nature of language according to the dynamic interaction between language use and structure within a given context is negated. A theoretical basis is lacking resulting in the negation of the essentially communicative nature of language and the role of context in the functional use of language. Guidelines, based on the stated criteria, have been put forward with a view to accountable curriculum and syllabus innovation.

This study focuses on the effectiveness of the implementation of Curriculum 2005 in Grade 8 and Grade 9 in a Secondary School in Durban and it also investigates if educators have moved away from traditional ways of teaching as required by Curriculum 2005. Teachers' knowledge of the new curriculum, reactions and attitudes play a major role in any curriculum change. To make this study possible, the modules that introduced the concept of curriculum innovation are Theorizing Curriculum, Curriculum Design and Development as well as Managing Curriculum Change. These modules preceded this study. The methods of data collection were Interviews, Questionnaires and Observation (informal). The data collected suggests that educators are still experiencing problems with regard to the implementation of Curriculum 2005. Seemingly the cascading model had some discrepancies smce most educators who attended the workshops seem to be unclear of what they have to do in the classroom. It is also evident that most educators that were trained to implement Curriculum 2005 are not teaching Grade 8 and Grade 9 for various reasons like the policy of Redeployment and Rationalization. Senior Phase Learning Areas are regarded as filler subjects which means that, the Senior Phase Learning Areas are not given the same status as the Learning Areas in Further Education and Training Phase. The school will rather allocate educators at Grade 10 to 12 first before considering the Senior Phase. The attendance of Outcomes-Based Education workshops are not considered when allocating teaching loads. There is also no structure from the school or Department of Education that ensure that those educators that are trained remain in the Senior Phase so as to master the outcomes-based approach. So every year a new teacher is exposed or introduced to new ways of teaching without being trained. On the basis of the findings, there is no effective implementation of Curriculum 2005 and most teachers are still using traditional ways. The Department of Education has a great task to ensure that there is development and support of educators that are still battling with the implementation process. It is also the responsibility of the Department of Education to ensure that all children in South Africa receive quality education and narrows the gap between previously advantage and previously disadvantage communities. But all depends on the teachers' skills and knowledge of the new curriculum, structures to support the implementation process and the support from the Department of Education. Without teachers' understanding and the necessary support structure, the intended outcomes will not be achieved. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.

This dissertation contains three schools used as the sample when conducting the study on curriculum reform implementation. This change in curriculum follows the change in the South African politics in 1994. The year 2006 was the year for implementing the curriculum change in the Further Education and Training band (FET). Learners in grade 10 were the first ones to be taught following the OBE principles in secondary schools with FET. The purpose of this study was to explore how schools are managing the transition and implementation of the National Curriculum Statement. The research design followed the qualitative approach. All three schools are in the deep rural area of Msinga in the Umzinyathi District. The research was informed by two types of leadership theories which are: the Bureaucratic and Collegial theories; these theories helped to find how the principals are using their roles and understanding of the change process to bring about curriculum delivery in their schools. This study built upon the findings of the previous studies conducted by De Jager, Davey and Clark. Their findings revealed complexities and inequalities in the preparation for the curriculum change due to various factors including: lack of proper training and planning for change. My study sought to find how the principals and their school management teams including educators are recontextualising change to make it suitable to their schools' needs. The understanding of their roles in leading and managing change was the yardstick of how change was implemented. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2008.