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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
731

Views on library orientation at the Esikhawini College of Education.

Magwaza, Fikile Petronella. January 1992 (has links)
This study argues that one of the solutions to the problem of high matriculation failure rates in black schools is providing resources such as media centres and laboratories to make learning more realistic and interesting to pupils. However, unequal educational provision has meant that less money is allocated to black education in comparison with white, Indian and Coloured education. The study was initiated by the awareness of the lack of media centres in black schools and colleges of education. It focuses on the teaching of library orientation at Esikhawini College of Education, an institution that has features common to all KwaZulu colleges. The population consisted of a group of Secondary Teachers Diploma Second year (STD II) students who did not study library orientation as their ancillary subject. The study shows that most students at the college had not used media centres before coming to the college. It also shows that the time allocated to library orientation is too little; the course should be extended to two or even three years. As a result of these findings, the study recommends that media education be integrated into the curricula starting with the earliest levels of schooling, and that a national policy on the funding of media education be formulated. / Thesis (M.Ed.)-University of Natal, 1992.
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732

Experiences of educators in teaching computer literacy in grade nine in four rural areas of Greytown.

Xhakaza, Nozipho Rejoice. January 2011 (has links)
The South African education system is undergoing radical transformation in terms of the curriculum. One of the means in the transformation process is the infusion of computer literacy in the schools’ curriculum. The South African education system is being reshaped and this calls for co-ordination between the school and the workplace, as learners who are taught in schools are going to occupy different positions in different work situations. The school’s task is therefore to equip learners with relevant computer literacy skills required in the workplace. The National Curriculum Statement (NCS) states: “Learners should understand the design process from conceptualisation to realisation. Problem-solving and lateral-thinking skills, creativity and innovation should be explored and developed through the systematic investigation of problems posed by a design brief in order to produce a marketable solution. Learners are given a brief, research the subject, generate ideas, develop concepts, implement, critically reflect on, and then evaluate the design solution. Self-discipline and responsible design ethics, as well as an awareness of aesthetics and functionality, must be evident throughout the design process,” (Asmal, 2003, p. 3). In countries like the United Kingdom, computer literacy is very important in that it is seen as a passport to employment (Bork, as cited by Moodley, 2002). The government of Rwanda’s national goal on ICT is that Rwanda will achieve “middle-income status by 2020 based on an information-rich, knowledge-based society and economy” Farrel (2007, p. 3). Micheuz (2006, p. 1) states: “Schools in Austria providing compulsory education are accountable for imparting IT skills and informatics competencies to their pupils”. There is a shift in the South African education system to eradicate the imbalances of the apartheid education system. Curriculum 2005 has been put in place, however due to some uncertainties that academics have articulated about Curriculum 2005, it has been revised. The principles of the NCS are the same as those of Curriculum 2005 in that they are based on building on the vision and values of the Constitution and Curriculum 2005 (Asmal, 2003, p. 2). The principles include social justice, a healthy environment, human rights and inclusivity (Asmal, 2003, p. 2). The NCS adopts an inclusive approach by specifying minimum requirements for learners. The special educational, emotional, social and physical needs of learners are addressed in the design and the development of appropriate learning programmes. The transition from the apartheid education system to the present education system, i.e. the NCS, has not been without problems. Debates on educational issues are always arguable because they involve many other stakeholders such as politicians and the community (Asmal, 2003). In the past, South African education reflected the fragmented society in which it was based and hardly created conscientious, critical citizens. Education as a means of undemocratic social control created individuals who were not only short changed but were also compartmentalized along racial and cultural lines. The education system also failed to address the democratic principles based on access, full participation and equity (Asmal, 2003). The objectives of the policy on E-education in the schools’ white paper on Eeducation are that every South African learner both in General and Further Education and Training (GET and FET) will be information and communication technology-capable by 2013. Asmal went on to say that every school in General and Further Education and Training will turn into E-schools (Asmal, 2003, p. 4). The GET band here refers to Grades 7, 8 and 9 and the FET refers to Grades 10, 11, and 12. With this as background, the researcher intended to understand whether or not the teaching and learning of computer literacy occurred in a constructive way, and one that will equip learners with relevant computer literacy skills required in the workplace; skills that will enable learners to solve economic, political and societal problems. Meyer, Barber and Pfaffenberger (1999, p. 56) argue that: “Computers play key roles in our societies as they guide aircraft to safe landings, help surgeons perform tricky operations and route calls through a phone system”. The research took place in two high schools in rural areas in the Greytown area. The two high schools have computers and are teaching computer literacy starting from Grade 8 and continuing to Grade 12. This study focused on Grade Nine as this grade is considered to be a preparatory stage when learners need to be shaped for the next grade (Grade 10) and begin to choose their career paths. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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733

Environmental studies in the new Natal Education Department third and fourth phase geography syllabus, with particular reference to the standard ten syllabus : an evaluation.

Cowie, Trevor Leslie. January 1988 (has links)
The primary aim of this study is to attempt to evaluate by means of a case-study, the appropriateness of fieldwork as a way of teaching the new ecology section of the high school geography syllabus viz. 'Ecosystems, Environmental Balance and Conservation'. The study shows the value and importance of fieldwork to develop in pupils an awareness of environmental issues and conservation principles. Evidence collected during the course of the case-study is used to evaluate the nature of fieldwork. The case-study which comprises this thesis concerns the ecological and environmental fieldwork undertaken by a randomly selected sample of 24 standard ten higher-grade pupils studying geography at Glenwood High School in Durban during August 1987. The case-study site was the Pigeon Valley natural area in Glenwood, Durban. The fieldwork undertaken used a field-research approach recommended for use by senior high school pupils. Various conclusions and recommendations arising out of ecological fieldwork and the case-study evaluation, are presented. These include: 1) Fieldwork is a particularly appropriate method to use to teach this new section of the syllabus, as shown by pupil enjoyment and pupil success in completing the fieldwork tasks set them in the exercise. 2) Two fieldwork methods should be used - a traditional fieldwork approach for junior high school classes and a field research approach (with a built-in problem/issue based component) for senior high school classes. 3) Fieldwork is important not only as a substitute for systematic teaching of the section but also for revision purposes. 4) Case-study evaluation and the use of triangulation are appropriate for the purposes of this study. This study is presented as a contribution to geography teaching, in South Africa, particularly the area of fieldwork, but the qualitative nature of the study and the very nature of case-study research, however, prevent totally conclusive results from being obtained. / Thesis (M.Ed.)-University of Natal, Durban, 1988.
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734

Investigating curriculum policy and implementation of the interim core syllabus for biology in grade 10 at one secondary school at Imbali Township, Pietermaritzburg.

Chamane, Thabile C. January 2006 (has links)
Abstract not available. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2006.
735

Teaching reading : a life history study of two English language educators in a rural primary school in KwaZulu-Natal.

Sivnarain, Rakesh. 17 December 2013 (has links)
The study aimed to investigate the reading life histories of two educators, focusing on how they were taught to read and came to understand reading, and how this understanding has shaped their teaching of reading in the classroom. Two language educators teaching English in the Intermediate and Senior Phase in a rural primary school in KwaZulu-Natal were chosen for this research. A life history approach was undertaken to gather rich data which was analysed and presented in a life history narrative. The research revealed that the participants’ educational development was severely affected by poverty, violence and the repercussions of apartheid, which all had a negative impact on their education. In spite of this, the participants’ were taught to value reading from an early age by concerned adults in their lives. These adults, although not highly educated themselves, actively instilled early reading habits in the participants, and tried to ensure that they were given the opportunity to be educated so that they could aspire to a better life. The participants’ experiences of learning to read and reading in primary school and high school gave them only a limited understanding of reading and reading practices. The tertiary institutions where they trained as teachers failed to equip them with adequate skills and strategies to teach reading well in their own classrooms. As a result, although both educators believe that they were well trained, they lack adequate strategies for truly effective development of reading in their classrooms. Consequently, they fail to facilitate sound reading skills in their learners, yet are not fully aware of the shortcomings in their own practice. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.
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736

An investigation into the predictive validity of the CAP test.

Taljaard, Anneline. 17 December 2013 (has links)
The Vocational Training landscape in South Africa changed in 2000 when the 153 Technical Colleges merged to form 50 macro Further Education and Training (FET) Colleges with new vocational programmes. In an endeavour to assist prospective students in making an appropriate choice of programme, placement tests prior to registration were implemented. The Competency and Placement (CAP) test was developed to identify gaps in the students’ knowledge of the grade 9 curriculum in order to identify high risk students prior to registration. This study aims to discover whether results of the CAP test of students at Boland Further Education and Training (FET) College correlate with their final year-end results in numeracy and literacy, and to what extent the test could be used to predict students’ future achievement. Data from 710 students were used to determine the correlations between their CAP scores and their year-end examination results. A Pearson product-moment coefficient (r) was calculated to indicate the extent of correlation for different groups. The coefficients of determination (r²), a coefficient used in the prediction of future outcomes, were also calculated. It was found that there were correlations of different strengths for different groups, but the coefficients of determination did not indicate that the CAP test could be used to predict the outcomes of the final year-end examinations. Therefore it can be concluded that the CAP test is not a valid instrument to predict academic success and should be used only to identify grade 9 mathematics and English skills gaps, according to the purpose of its design. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.
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737

Managerial professionalism : opportunities and challenges for visual arts teachers.

Govender, Pursaraman Palayam. January 2010 (has links)
The introduction of Curriculum 2005 brought about fundamental changes to our education system. Apartheid education was replaced by a new democratic education. Although the changes in education were necessary to redress the imbalances of the past, the implementation became a mammoth task for the department of education. To meet the deadline dates for delivery of the new curriculum the department of education engaged itself in professional development activities for teachers to ensure that all teachers were familiar with the new curriculum. Due to time constraints, the cascading model under the umbrella of Managerial Professionalism became the most popular model for teacher development. The intention of the Department of Education was to see changes taking place in education that benefited the teachers in their development and this in turn will have a positive impact on the learners they teach. The purpose of this study is to explore the teacher development experiences of Visual Arts teachers through managerial professionalism teacher development processes. Through semi-structured interviews and questionnaires Visual Art teachers saw little benefit in one day one-off Professional Development Activities (PDAs). The findings showed that there was no interaction between teachers at these PDAs and that their needs were not being met. The approach in the one day one-off PDAs were more information meetings and did not meet the needs for teacher development. However they did mention that they preferred the three day and five day PDAs because there was time for PDAs to take place. They also preferred to work in a contrived collegial environment because of the scarcity of Visual Arts teachers in the province. In most of these state-driven PDAs the teacher’s voice is not heard. There is no time for teacher reflection. The duration of these state-driven PDAs only allows for information dissemination and teacher’s contexts, culture and language is not given consideration. The ‘one size fits all approach’ is being employed. Teachers want to have a greater say in how their development is being constructed. They are happy to work with the department of education on teacher development but it must be a negotiated and combined effort and not a top-down approach. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2010.
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738

Where to from IQMS : teachers' experience after evaluation.

Ngobese, Muziwenhlanhla Michael. January 2009 (has links)
This study primarily looked at teachers¡¦ experiences of the IQMS evaluation and its impact on their professional development. IQMS has been actively introduced at the school system for the past five years. The purpose of this study is two fold. Firstly, this study wants to explore the outcomes of IQMS within the school context with a specific focus on outcomes relates to teachers. Secondly, this study wants to document the experience of schools¡¦ trip through the IQMS process from the perspectives of teachers and the school managers. A survey methodology was used to produce the data together with the analysis thereof. Some of the key findings from this study reveal that: Teachers with lower teaching qualifications and teaching experiences perceived IQMS to be beneficial to them, while teachers with higher qualifications and longer teaching experiences were suspicious of the IQMS process. Younger teachers tend to have more positive feelings towards IQMS while older teachers tend to have negative feelings towards IQMS. On the other hand middle aged teachers tend to have mixed feelings towards IQMS. The IQMS evaluation report had a positive impact on teachers in general, in terms of them identifying a need to develop themselves. Some of the key recommendations in relation to this study are: The Department of Education should ensure that sufficient workshops and trainings are properly planned and provision is made for in service training of teachers. Quality education can only be possible if the Department of Education ensures that all schools are well resourced. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.
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739

Connecting the "divide" : narratives of five white educators who are currently teaching in Kwazulu Natal, as the only white educator in schools with predominantly black learners.

January 2006 (has links)
his thesis, based on a visual study of five educators in South Africa, primarily concerns itself with the experiences of white educators who are currently teaching as the only white educator in schools with predominantly black learners. More specifically, my study is an exploratory research effort, which examines three research objectives. These are: (1) what are the experiences of white educators teaching in schools with predominantly black learners; (2) why are their experiences constructed in such ways; and (3) what is the relationship, if any, between their experiences and their social identities — such as race, gender and class. I selected ethnography as a research tool for this study, in that it encompasses the examining of visual representations for information about people, which are visual documents produced by those under study. Photographs can become stitched into the fabric of people's lives, reflecting and representing social persons and social relationships. It is therefore hoped that the visual images that the five white participants of this study take, disclose the texture of their own experiences of teaching in schools with predominantly black learners. The study participants are all currently teaching in schools within KwaZulu Natal. / Thesis (M.Ed.) - University of KwaZulu-Natal, 2006.
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740

A study of capacity building strategies of heads of department, curriculum co-ordinators and level 1 educators in the economic and management sciences learning area in 5 primary schools in the eThekwini region of KwaZulu-Natal Department of Education.

Dorasamy, Rajendren Sabapathy. January 2005 (has links)
The dire need for capacitating Economic and Management Sciences (EMS) educators in subject-specific knowledge occurred to me whilst conducting workshops for EMS educators within the KwaZulu-Natal Department of Education. Educators often complained that they neglected EMS as a Learning Area as they lacked the requisite subject~specific knowledge. This, they claimed was exacerbated by the paucity of EMS educator and learner support materials. This prompted me to undertake a case study of the current capacity building strategies of heads of department, curriculum co-ordinators and level 1 educators in (EMS) Learning Area. The case study was restricted to a cluster of 5 pnmary schools in the Ethekwini Region of the Kwa-Zulu Natal Department of Education. Schools were chosen on the basis of convenience, cost, proximity to each other and previous professional involvement with the schools. Data were collected through questionnaires, interviews and observation at workshops. Findings suggest that there existed a lack of fundamental knowledge in the EMS learning area and further that current development strategies did not necessarily meet the needs of educators. Stemming from the research findings, the study recommends that continuous professional development of educators must be seen as an evolving set of activities that should respond to the specific contextual needs of educators at different stages in their lifelong development as professionals. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.
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