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Indiensopleidingsmodel vir die doeltreffende implementering van die hersiene nasionale kurrikulumverklaring vir wiskunde-onderwysVan der Merwe, Wynand Johannes 11 1900 (has links)
The high failure rate in the learning areas Mathematics and Mathematical Literacy is of great concern to educators. In-service training courses for educators in Mathematics and Mathematical Literacy were presented with the aim to enhance the application of didactics in the classroom. The problems concerning the application (impact) could possibly be attributed to the components, elements and presentation of the in-service training course.
In an attempt to identify the relevant components and elements, quasi-experimental positivist and interpretive research was conducted. Both qualitative and quantitative methods were used.
The question arising is: Could improved impact in the classroom be achieved 1. if the in-service training facilitators received better training, and 2. by incorporating change of attitude, the treatment of the full subject content and the principles of learning structures and co-operative learning into the in-service-training?
Educators are still experiencing problems with the transfer of the subject content to the learners. / Early Childhood Education and Development / M. Ed. (Kurrikulumstudies)
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The effect of a multicultural learning situation on the affective life of the adolescent in an urban areaMunsamy, Pearl Karen 11 1900 (has links)
Educational Studies / M. Ed. (Orthpedagogics)
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Kredietverwerwing deur leerders in tegniese hoerskole met spesiale verwysing na uitkomsgebaseerde modulere onderrig en akkrediteringPunt, Hendrik Pieter 12 1900 (has links)
Dissertation (PhD)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: In terms of the latest education legislation, there is a shift of emphasis in the
approach to teaching. In particular, there is a move from contents-based learning
to outcomes-based learning. It has been shown that technical education is
becoming more and more expensive. Manual skills and the teaching of these at
school is therefore still of cardinal importance.
In the technical school the learner receives specialised training. Following the
successful completion of the Senior Certificate examinations, the learner receives
a matric certificate. This certificate does not give an indication of specific skills,
however. If the learner could receive some accreditation for the skills which
he/she has already mastered, it would count in his/her favour.
The purpose of this study is to investigate the degree to which the learner can
transfer his/her acquired technical knowledge and skills to other training
institutions or employers in the form of credits. In the first chapter, the historical
background of an outcomes-based learning approach in South Africa, as well as
the implications of legislation for technical high schools is researched. A number
of necessary concepts are also explained in this chapter.
In chapter two, the structure of a modular approach in technical education is
looked at in more detail. Different types of modules, the advantages and
disadvantages of a modular system, as well as different models for modular
curriculum design is discussed. The already tested competence-based modular approach, as well as the newly
proposed outcomes-based learning approach is discussed in detail in chapter
three. Since it is the competence-based modular approach which is largely used
in technical education, it is important to investiqate the shift to an outcomesbased
approach in technical education.
In the fourth chapter, specific modular points of intersection between the training
of apprentices and secondary school education are looked at. The feasibility of
acquiring credits in the technical high school is discussed on the basis of an
empirical study in chapter five.
The possible applications of the implementation of an outcomes-based learning
approach in technical high schools are set out in chapter six and the findings of
this research are summarised in chapter seven.
The subject of this research is currently very topical and if the findings contained
therein are applied in practice, many of the modern challenges faced by the
education system could be addressed. Learners should receive education and
training which prepare them practically for their roles as citizens, while also
enabling them to enter the job market or create work for themselves. The
importance of an education system which continually determines the needs of
both the national and international markets, investigates technological and other
relevant tendencies and develops current curriculums in such a way that learners
will always be competitive cannot be emphasised enough. An outcomes-based
approach places much less emphasis on content-based syllabuses and merely
exposes learners to balanced learning programmes in which the acquisition of
relevant knowledge, skills, attitudes and values carries equal weight. Because of the changes in education and training, the teaching approach in the
technical high school is extremely important. To some degree, technical
education is already specialised education. Although learning takes place at
school, the acquired knowledge is not currently transferable to other training
institutions in the form of credits. This situation is contradictory to the National
Qualifications Framework, in which an outcomes-based approach to education is
proposed. / AFRIKAANSE OPSOMMING: Volgens die nuutste onderwyswetgewing is daar in die onderwys 'n
klemverskuiwing ten opsigte van onderrigbenadering. Daar word vanaf 'n
inhoudsgerigte na 'n uitkomsgebaseerde onderrigbenadering beweeg. Afdoende
bewyse bestaan dat tegniese opleiding al hoe duurder raak. Die noodsaaklikheid
van die ontwikkeling van handvaardighede daarin op skool is daarom steeds van
kardinale belang.
In die tegniese skoolontvang die leerder bepaalde gespesialiseerde opleiding.
Na die suksesvolle aflegging van die Senior Sertifikaateksamen, ontvang die
leerder 'n matrieksertifikaat. Hierdie sertifikaat dui egter nie spesifieke
bevoegdhede aan nie. Indien die leerder krediet sou kon ontvang vir die
bevoegdhede wat hy/sy reeds suksesvol bemeester het, sou dit in sy/haar guns
tel.
Die doel van hierdie studie is 'n ondersoek na die mate waarin die leerder
sy/haar verworwe tegniese kennis en vaardighede na ander opleidingsinstansies
of werkverskaffers kan oordra in die vorm van krediete. In die eerste hoofstuk
word die historiese agtergrond van 'n uitkomsgebaseerde onderrigbenadering in
Suid-Afrika nagevors, asook die implikasies van wetgewing vir tegniese
hoërskole nagegaan. Bepaalde tersaaklike begrippe word ook in hierdie
hoofstuk verduidelik.
In hoofstuk twee word die struktuur van 'n modulêre benadering binne tegniese
onderwys van nader beskou. Verskillende soorte modules, die voor- en nadele
van 'n modulêre stelsel, asook verskeie modelle vir 'n modulêre
kurrikulumontwerp, word bespreek. Die reeds beproefde bevoegdheidsgebaseerde modulêre benadering asook die
nuutvoorgestelde uitkomsgebaseerde onderrigbenadering, word breedvoerig in
hoofstuk drie bespreek. Aangesien hoofsaaklik die bevoegdheidsgebaseerde
modulêre benadering in tegniese onderwys toegepas word, is dit belangrik om
die noodsaaklikheid van 'n klemverskuiwing na 'n uitkomsgebaseerde
benadering in tegniese onderwys te ondersoek.
In die vierde hoofstuk word daar spesifiek gekyk na bepaalde modulêre
raakpunte tussen vakleerlingopleiding en sekondêreskoolopleiding. Die
haalbaarheid van kredietverwerwing in die tegniese hoërskool word in hoofstuk
vyf na aanleiding van 'n empiriese ondersoek bespreek.
Die toepassingsmoontlikhede vir die implementering van 'n uitkomsgebaseerde
onderrigbenadering in die tegniese hoërskool word daarna in hoofstuk ses
uiteengesit en die bevindinge van die navorsing in hoofstuk sewe saamgevat.
Die onderwerp van hierdie navorsing is tans baie aktueel en indien die
bevindinge daarin vervat in die praktyk toegepas sou word, sal heelwat van die
moderne uitdagings wat aan die onderwys gestel word, aangespreek word.
Leerders behoort onderwys en opleiding te ontvang wat hulle prakties op hul rolle
as landsburgers voorberei en hulle ook bekwaam maak om tot die arbeidsmark
toe te tree of vir hulleself werk te skep. Die belangrikheid van 'n onderrigstelsel
wat voortdurend behoeftes in nasionale en internasionale markte bepaal,
tegnologiese en ander relevante tendense naspeur en huidige kurrikulums só
ontwikkel dat leerders altyd kompeterend is, kan nie genoeg beklemtoon word
nie. 'n Uitkomsgebaseerde benadering plaas minder klem op
inhoudsgebaseerde sillabusse en stel leerders bloot aan gebalanseerde
leerprogramme waarin die verwerwing van relevante kennis, vaardighede,
houdings en waardes ewe veel gewig dra. As gevolg van die klemverskuiwings in onderwys en opleiding is die
leerbenadering wat in die tegniese hoërskool gevolg word van kardinale belang.
Tegniese onderrig is in 'n sekere mate reeds gespesialiseerde onderrig.
Alhoewel leer op skool plaasgevind het, is die verworwe kennis tans nie
oordraagbaar na ander opleidingsinstansies in die vorm van krediete vir die
leerders nie. Hierdie situasie is in stryd met die bedoeling van die Nasionale
Kwalifikasieraamwerk wat 'n uitkomsgebaseerde onderwysbenadering voorstaan
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The impact of quality assurance legislation on private higher education institutions.Nirhoo, N. January 2002 (has links)
Post apartheid South Africa saw the introduction of many policies and legislations that
were to meet the goals of democracy, social redress, equity and development. One of the
crucial legislations that guided the restructuring of higher education was the South
African Qualifications Authority Act (SAQA) of 1995. Within this SAQA Act (1995) is
the issue of quality assurance. Through a system of quality assurance and through
processes such as the registration of higher education practices and programmes such as
the Education and Training Quality Assurance Bodies (ETQA), the National Standards
Body (NSB), the Standards Generating Bodies (SGB), the Council of Higher Education
and the Higher Education Quality Committee (HEQC) within the SAQA Act mandate.
The higher education sector is been guided to offer relevant and responsive needs that
meet the needs of learners, employers and other stakeholders.
Quality Assurance could relate to greater accountability and efficiency in respect of
education or higher standards of education provision. It is within the expression of
higher standards and comparability of quality assurance that through the SAQA Act
(1995) all providers of higher education, whether public higher education providers of
private higher education providers, are required to register as providers of higher
education programmes and to register its programmes been offered.
It is within this expression of quality assurance that this study is located.
This study examined the impact of the Quality Assurance Legislation on programme
design of the Information Technology (IT) Department within the School of Technology
at Anchorlite College, which is a private higher education institution (PHEI). The Study
focused on two critically questions, viz:
i. Did the PHEI use a quality assurance system before the quality assurance
legislation?
ii. What impact did the quality assurance legislation have on pedagogy,
resources and content of programme design of a PHEI
A case study method was used on a purposeful sampled PHEI to illuminate the impact of
the quality assurance legislation on programme design at Anchorlite College. Data was
obtained through an interview with the Head of Department. The institution's records
were used to retrieve data. Also a questionnaire was administered to the IT staff
The findings indicate that there are both positive and negative aspects concerning the
impact of the quality assurance legislation on programme design. The SAQA Act (1995)
did impact on the IT programme pertaining to staffing, physical resources, assessment,
programme design and learners. The findings indicate that the quality assurance
legislation within the' Requirements for Learning Programmes' (SAQA, 1998)
influenced and impacted the IT programme. This impact was indicated by appropriate
and adequate staff have been employed to support the learning programme, the physical
resources have increased, a more informed assessment strategy has been implemented
and the learners admission requirements into the IT programme has changed by introducing aptitude testing. The findings did indicate that some staff was aware of the quality assurance before the SAQA Act (1995)
The recommendations of this study indicate that the staff aligns themselves with the
needs of the industry by internships or forming partners with industrial organizations.
The IT programme will have to be reviewed and adapted to include the needs of the
industry. The system of staff development programmes is implemented so that the staff
becomes familiar with the new skills and techniques of industry.
The SAQA Act (1995), the quality assurance legislation did impact on the programme
design of the IT programme at Anchorlite College. / Thesis (M.Ed.) - Educational Management)-University of Durban Westville, 2002.
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Factors that influence environmental teaching : a case study of Ngqeleni District, Eastern Cape.Gxaba, Nobuntu Judith. January 2005 (has links)
This study investigates factors that influence environmental teaching in rural
schools in the Ngqeleni District, Eastern Cape Province of South Africa. Focusgroup
interviews at selected schools for Grade 4 to 6 teachers were held between
7th and 22nd November 2005. The study shows that the environmental curriculum,
teacher qualifications and training, resources, attitudes of teachers and learners,
governance and the context, influence the implementation of environmental
teaching. The study reflects that teacher qualifications and training are the most
limiting factors and need to be addressed immediately because environmental
curriculum is not effectively delivered.
Recommendations provided entail that teachers need to be included during the
curriculum planning process together with curriculum experts from the Department
of Education. The Department of Education also needs to effectively plan teacher
training and extend the training period for teachers. Intersectoral collaboration
within government in terms of how teachers are trained might also be helpful for
better environmental teaching. A buddy system in which schools form
environmental support groups might be helpful to keep on building local
experience and capacity at the local level.
Teachers are supposed to be part of the pUblishing process of resource materials
to ensure relevance of resource materials to their contexts. A traveling resource
centre with DVD's, for example, for shOWing different contexts beyond local level
might also be helpful. Further training of teaching staff and the use of study trips
for the best classes of pupils might also motivate learners and teachers. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.
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Indiensopleidingsmodel vir die doeltreffende implementering van die hersiene nasionale kurrikulumverklaring vir wiskunde-onderwysVan der Merwe, Wynand Johannes 11 1900 (has links)
The high failure rate in the learning areas Mathematics and Mathematical Literacy is of great concern to educators. In-service training courses for educators in Mathematics and Mathematical Literacy were presented with the aim to enhance the application of didactics in the classroom. The problems concerning the application (impact) could possibly be attributed to the components, elements and presentation of the in-service training course.
In an attempt to identify the relevant components and elements, quasi-experimental positivist and interpretive research was conducted. Both qualitative and quantitative methods were used.
The question arising is: Could improved impact in the classroom be achieved 1. if the in-service training facilitators received better training, and 2. by incorporating change of attitude, the treatment of the full subject content and the principles of learning structures and co-operative learning into the in-service-training?
Educators are still experiencing problems with the transfer of the subject content to the learners. / Early Childhood Education and Development / M. Ed. (Kurrikulumstudies)
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The effect of a multicultural learning situation on the affective life of the adolescent in an urban areaMunsamy, Pearl Karen 11 1900 (has links)
Educational Studies / M. Ed. (Orthpedagogics)
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School grounds as a place for environmental learning in the life skills learning programmeMambinja, Sindiswa January 2009 (has links)
With the intention of improving my own practice, the study investigated how school grounds could be used for environmental learning in the Foundation Phase Life Skill Learning Programme within the Revised National Curriculum Statement. The research was conducted in the Grade One class of Ntaba Maria Primary School situated in Grahamstown East. The study was an action research case study based on interpretive approach to research. It had two cycles comprised of two lesson plans. The first Lesson Plan focused on an audit of the school grounds to identify environmental issues. The second Lesson Plan was informed by the audit, and addressed one of the identified environmental issues. Data was gathered through analysis of curriculum documents, video recordings and photographs of learning interactions, journal entries and learners’ work. The study highlighted that school grounds provided a context for environmental learning within Life Orientation Learning Area especially when integrated with other learning areas. There were cases however, where assessment standards were only partly addressed. The study also revealed that the Life Orientation Learning Area was also limiting for school grounds learning opportunities in some cases. In other cases the study highlighted the open-ended nature of some of its assessment standards. The study also revealed how school grounds related activities offered opportunities and challenges for constructivist, situated and active learning. Opportunities and challenges regarding group work, language use, active engagement with information learning in authentic settings, and action and action competence; emerged as issues from the analysis. Finally, the study shed light on how reflection on learners’ work and assessment of these could help teachers modify activities and do them differently so as to enhance the achievement of skills, knowledge, attitudes and values. The achievement of investigative and problem-solving skills through the two lesson plans was critically evaluated as the processes of values education employed in the lesson implementation.
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The effectiveness of entrepreneurship education in South African high schoolsTshehla, Steven S. 07 1900 (has links)
Youth unemployment continues to be a problem globally, South Africa included. Amongst the remedies for youth unemployment was entrepreneurship. Entrepreneurship is regarded as the key pillar to economic growth and job creation. Furthermore, entrepreneurship education is beheld as stimulating entrepreneurial activity, enabling people to identify opportunities and start new business ventures. The primary focus of the study was to assess the effectiveness of entrepreneurship education in the high school learners in the city of Tshwane. The study was quantitative in nature, and utilised judgemental purposive sampling method as an approach to select the sample. The sample consisted of 240 grade 12 learners with entrepreneurship education in the form of Economic Management Science (EMS) as part of their syllabus. This sample was selected from high schools in three townships in the City of Tshwane namely Mamelodi, Atteridgeville and Soshanguve. A structured close-ended questionnaire was used to collect data. The analysis of the data was done using descriptive and inferential statistics using SPSS software. According to the literature reviewed, knowledge and skills gained from entrepreneurship education programmes stimulate learners’ entrepreneurship intentions and challenge learners to establish new businesses. The factors that emerged from the finding of the study were entrepreneurship skills, entrepreneurship knowledge, experiential learning, theoretical education and exploration of entrepreneurship. The findings have proven that there is a relationship between theoretical education, and experiential learning with learners’ intention towards entrepreneurship. Furthermore, experiential learning was found to have a significant influence in developing entrepreneurship knowledge, entrepreneurship skills and entrepreneurship intention in learners. With these findings the objectives and hypothesis of the study were addressed.
The recommendations made to address the objectives of the study include one for learners to interact with business people globally, one for policy makers to enforce compulsory entrepreneurship education at high school level, one for educators to make use of experimental learning for entrepreneurship education and one for future studies to investigate the influence of family business on learner entrepreneurship intention. / Business Management / M. Com. (Business Management)
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Ondersoek na die doeltreffendheid en relevansie van die kurrikulum vir spesiale onderwysTheron, Matthiam Jacobus 11 1900 (has links)
Text in Afrikaans / Ten einde 'n kurrikulum relevant en doeltreffend te kan hou,
is di t noodsaaklik om die kurrikulum gereeld te evalueer en
dienooreenkomstig die bevindinge aan te pas, indien nodig.
Spesiale skole in Suid-Afrika beskik oor 'n eiesoortige
kernkurrikulum wat hoofsaaklik ontwikkel is vir leerders wat
primer verstandelik matig gestrem is. Om verskeie redes,
waarvan die belangrikste is, dat die meerderheid leerders wat
hulle tans in spesiale skole bevind nie verstandelik matig
gestremd is nie, word die werklike doeltreffendheid en
relevansie van hierdie kurrikulum bevraagteken.
Die doel van hierdie navorsing was derhalwe om die doeltreffendheid
en relevansie van die kernkurrikulum wat vir die
meerderheid spesiale skole in Suid-Afrika van toepassing is,
te bepaal.
'n Sekondere doel van die ondersoek was om 'n kurrikulumevalueringsmodel
te ontwikkel aan die hand waarvan kurrikulumevalueerders
'n kurrikulum vanuit 'n literatuurperspektief
sou kon evalueer.
Ten einde die ondersoek teoreties te fundeer, is 'n li teratuurondersoek
onderneem na die grondslae en komponente van 'n
kurrikulum. Op grond van die navorsingsresultate is die
kurrikulumevalueringsmodel ontwikkel.
Twee van die kurrikulumgrondslae wat by wyse van die navorsing blootgele is, is die leerder en die gemeenskap. By wyse van
'n li teratuur- en dokumentasie-ondersoek is bepaal wat die
eise is wat spesialeskoolleerders en die gemeenskap aan die
kernkurrikulum vir spesiale skole stel. Aan die hand van
hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel
waarmee die kernkurrikulum vir spesiale skole toe geevalueer
is. By die toepassing van hierdie kriteria is gevind dat die
kernkurrikulum vir spesiale skole in vele opsigte nie
behoorlik aan die eise van die leerders en die gemeenskap
voldoen nie. Die gevolgtrekking kon derhalwe gemaak word dat
die kernkurrikulum vir spesiale skole oor die algemeen nie
doel treffend en relevant genoeg is nie. Aanbevelings is
gemaak oor hoe die kernkurrikulum moontlik meer doeltreffend
en relevant gemaak kan word. / Sustaining curriculum relevance and effectiveness, necessitates
regular curriculum evaluation and adjustment in concurrence
with the evaluation results.
Special schools in South Africa have at their disposal their
own · peculiar curriculum which was developed mainly for
learners who are primarily mildly mentally disabled. For
various reasons, the most important of which is that the
majority of learners currently in special schools are not
mildly mentally disadvantaged, the relevancy and effectiveness
of this curriculum are questioned.
The primary aim of this research was therefore to determine if
the core curriculum for special education, which is applicable
to the majority of special schools in South Africa, is
relevant and effective.
A secondary aim of this investigation was to develop a model
for curriculum evaluation by means of which curriculum
evaluators would be able to evaluate a curriculum from a
literature perspective.
With a view to founding this research theoretically, literature
research was conducted into the foundations and components
of the curriculum. On the basis of the research findings,
the model for curriculum evaluation was developed. Two of the curriculum foundations that were disclosed by means
of the research, were the learner and the community. By means
of an investigation of literature and other relevant documentation,
the demands made on the curriculum by the learner and
the community, were determined. On the basis of these
findings, criteria were developed by means of which the core
curriculum for special schools was then assessed. When the above criteria were applied, it was found that in
many respects the core curriculum for special schools did not
completely comply with the demands of the learners and the
community. The conclusion could therefore be drawn that the
core curriculum for special schools are in general not
effective and relevant enough. Proposals were made on how the
core curriculum could possibly be made more effective and
relevant. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)
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