The thesis illustrates the contention that an outcomes-based system with its underlying philosophy of social constructivism cannot operate effectively within a traditional school system. Restructuring of an institution is necessary to accommodate the outcomes-based system. Using the research instruments of interviews, questionnaires, journals, participant observations and collection of physical artefacts, two case studies investigating systemic factors as they influence science learning were conducted in two South African schools. The one school, St Sebastian's College, was an extremely well resourced school while the other, Mtunzini High School was a middle class school in comparatively deprived circumstances. Attempts were made to introduce an outcomes-based education course involving a group of grade 8 learners in the respective schools. Difficulties in implementation were encountered and at best only very limited success was achieved. There were two reasons for this. First, particularly in the case of St Sebastian's College, I designed a course which was over ambitious in that it was not suited to the developmental stage of the learners. Second, traditional schooling systems follow a perspective of education termed 'the structure of the disciplines' which fosters a system of rigid time tabling, compartmentalisation of subjects and emphasis upon summative assessment. In contrast, the curricula I designed involved a 'cognitive' perspective which required flexible time scheduling, integration of subjects and developmental assessment. The conflicts which arose include time constraints and resistant attitudes on the part of learners and teachers. The thesis culminates with some suggested steps to follow should a school community wish to restructure. These include a shared vision, employing organised abandonment, capacity building and commitment to a systemic perspective.

In the process of reform and development in South Africa, set in motion after its first democratic elections (1994), educators have the unique opportunity to re¬think, re-plan and re-structure the music education system holistically within the context of formulating unit standards now required by the South African Qualifications Authority (SAQA) for all learning areas. This thesis addresses two aspects in this process, against the background of the broader MEUSSA (Music Education Unit Standards for Southern Africa) Research Project, namely the development of a model for music education in Southern Africa and its application in a General Music Appraisal Programme (GMAP) for all learners. The MEUSSA Model, developed in this thesis, captures and displays the key elements necessary to compile unit standards across the board in music education, as identified by the author and endorsed by the MEUSSA team. These standards are grouped together in a musically logical way under collective headings. The three-dimensional model in the form of a cube can be manipulated according to the needs of the specific music practice involved, at the same time keeping the broader context of music education in Southern Africa in perspective. The MEUSSA Model is intended by the author to keep the standards generating process together cohesively. The author implements the MEUSSA Model in the GMAP, which she compiled with the aim of providing a general music education background for all learners in Southern Africa. The learning outcomes (unit standards) address music-¬specific skills, knowledge and attitudes with their related assessment criteria. / Thesis (DMus)--University of Pretoria, 2006. / Music / unrestricted

Depuis des décennies, toutes les analyses convergent vers l’idée d’une relative inefficacité des systèmes éducatifs d’Afrique subsaharienne. Décrochage, redoublements, effectifs pléthoriques, faible qualité des acquis d’élèves, insuffisance et obsolescence des structures d’accueil, du matériel didactique et des enseignants, dont parfois les niveaux et qualité de formation restent quelque peu incertains, inadaptation des programmes d’enseignement. Bref, tels sont quelques uns des maux qui minent lesdits systèmes et confirment les constats établis par de nombreux rapports. Face à ce constat de faiblesse, les autorités éducatives, soutenues par l’aide internationale se sont mobilisées dans plusieurs pays en vue d’améliorer leurs systèmes respectifs aux plans qualitatif, quantitatif mais aussi d’équité car, il ne faut pas l’oublier, dans ces systèmes, le dimorphisme structurel et contextuel les rend fortement inégalitaires. Devant cette crise, l’une des solutions entrevues, avec effets à court et moyen terme, a consisté à revoir fondamentalement les programmes d’enseignement. Dans ce contexte, l’approche par les compétences qui constitue l’une des grandes évolutions de la recherche éducative de ces trois dernières décennies, a été retenue comme plus apte à répondre aux besoins éducatifs fondamentaux des populations scolarisées. Pour en cerner les contours et en apprécier le bienfondé, une analyse objective des résultats desdites réformes, dont certaines ont débuté depuis 1998 était nécessaire. Ainsi, cette recherche a pour objectif d’évaluer aussi bien la pertinence que le niveau d’efficacité des réformes curriculaires mises en œuvre dans trois pays d’Afrique francophone à savoir : le Bénin, le Gabon et Madagascar. Prenant appui sur les données issues du programme d’analyse des systèmes éducatifs d’Afrique francophone (PASEC) ainsi qu’une enquête ad hoc menée au Gabon, l’étude tente de cerner les déterminants de l’efficacité éducative à partir de l’analyse comparative des performances et d’une étude séquentielle des pratiques d’enseignement. Si les résultats ressortent des transformations réelles du point de vue des pratiques pédagogiques, les indicateurs de performances scolaires restent quant à eux assez décevants. Pour autant, avec les mesures d’accompagnement d’envergure qu’ont initiées les autorités éducatives de certains pays, on peut s’attendre à de bien meilleurs résultats dans le temps. / For decades, all analyzes converge on the idea of the relative inefficiency of education systems in sub-Saharan Africa. Dropout, repetition, overstaffing, low quality of learning student failure and obsolescence of facilities, teaching materials and teachers, including sometimes the levels and quality of education remain somewhat uncertain, inadequate educational programs. In short, these are some of the ills that plague these systems and confirm the findings made by many reports. Given this weakness finding, educational authorities, supported by international aid mobilized in many countries to improve their systems to qualitatively, but also quantitatively equity because we must not forget in these systems, the structural and contextual dimorphism makes them highly unequal. Faced with this crisis, one of the interviews solutions with short and medium-term effects has been to fundamentally rethink the curriculum. In this context, the competencies approach constitutes one of the major developments in educational research of the past three decades, was selected as most suitable to meet the basic educational needs of school populations. To define its contours and appreciate the merits, an objective analysis of the results of these reforms, some of which began in 1998 was necessary. Thus, this research aims to assess both the relevance that the level of effectiveness of curricular reforms implemented in three Francophone African countries namely: Benin, Gabon and Madagascar. Drawing on data from the educational systems analysis program in Francophone Africa (PASEC) and an ad hoc survey in Gabon, the study attempts to identify the determinants of educational effectiveness from the comparative performance analysis and a sequential study of teaching practices. If the results come out real transformations from the perspective of teaching practices, school performance indicators are in turn quite disappointing. However, with major support measures what initiated the educational authorities in some countries, we can expect much better results in time.

M.Ed. / For many years, Environmental Education was marginalised in the school curriculum, as it was seen to belong with subjects like geography and biology. This alienated it from the majority of teachers who are not trained in science related subjects. Thus only few pupils, who happened to have studied under science oriented institutions or teachers, were exposed to this field of knowledge. On 24 March 1997, the national Ministry of Education launched a new Outcomes Based Education (OBE) system for South Africa, called Curriculum 2005. This marked the end of different education systems that had existed in South Africa, and also opened new avenues for cross curricular issues such as Environmental Education, which did not form part of the school curriculum in the past. The primary aims of the study are: to investigate ways in which Environmental Education could benefit and support Curriculum 2005; to document the process that led to the infusion of Environmental Education into the school curriculum; and to determine needs and problems of teachers implementing Curriculum 2005 and suggest possible solutions for their problems. The data for this study was collected by using qualitative techniques of consultative synthesis; group open-ended interviews; public forums; field studies; observations and literature research related to different aspects of Environmental Education activities. In addition, a questionnaire was used in four regions that constitute the Northern Cape Provincial Education Department. The realities are that teacher education programmes in many institutions do not include courses in Environmental Education. Education about the environment has not been a visible priority in many countries, including South Africa. As indicated in this study, the situation in the Northern Cape clearly gives evidence of this. On the other hand, teachers had serious misgivings about their competence to teach Environmental Education. The enthusiasm reflected by teachers in the province, their potential and willingness to learn, are but a few indications of the possible success of Environmental Education in the province. The major/main problem identified is the OBE terminology which seems to hamper the implementation of Curriculum 2005. Thus, the success of Environmental Education in South African formal education depends on how well teachers adapt to, understand, are prepared for and committed to Curriculum 2005. I believe that if Curriculum 2005 succeeds, Environmental Education will also succeed. If it fails, Environmental Education will probably fail too, since is regarded as an integral part of the curriculum.

Please read the abstract in the section 00front of this document / Thesis (DMus)--University of Pretoria, 2007. / Music / unrestricted

Philosophiae Doctor - PhD / This thesis is a comparative study of competing education and training (ET) policy options in South Africa today. The thesis examines the economic and ET policy proposals of the South African state, and in particular, the recently published National Training Strategy and Education Renewal Strategy. These documents are both critically examined and contrasted with the policy proposals which are currently emerging in the African National Congress (ANC) and Congress of South African Trade Unions (Cosatu). The analysis establishes a continuum of ET systems, with the policy proposals of the South African state representing a <low-skill equilibrium' system and the Framework for Lifelong Learning document of the ANC/ Cosatu reflecting a more highskill equilibrium' orientation. A <macro-institutional' theoretical perspective is employed throughout the thesis, an approach which combines a focus on the e macro' structural features of capitalist society with an analysis of the vast nexus of interlocking social institutions existing at the sub-structural level. This macro-institutional approach is particularly evident in the manner in which two key theoretical themes have been foregrounded throughout the text. The first has to do with the central macro' question of the market/state relation and its relevance for ET. The second has to do with the e institutional' dynamic of" the interaction between the ET system, the labour market and the organisation of work and the manner in which this interaction mediates the impact of ET on society and economic performance. The strength of the <macro-institutional' perspective is that it emphasises that the reform of ET in isolation of other societal changes is insufficient in the pursuit of higher productivity and improved economic performance. What is essential is comprehensive reform: reforms which impact on a whole range of key institutional locations. This requires coherent and long-term planning, a form of governance most often obtained by consensual co-ordinated market economies and seldom under free market conditions. The conclusion to this thesis suggests that the ANC/ Cosatu economic and ET proposals are more likely to obtain comprehensive reform' of the South African social structure than those proposals emanating from the current state.

Please read the abstract in the section, 00front, of this document / Thesis (DMus)--University of Pretoria, 2005. / Music / unrestricted

Bibliography: pages 84-89. / Proponents of CB claim that the system can provide an effective and efficient framework for a large scale national ABE programme which articulates with national education and vocational training systems. This framework provides a particular kind of answer to the 'literacy for what' question. The emphasis is on development. In this research, this view is contrasted with a version of literacy which gives a different answer to the 'literacy for what' question. Researchers such as Street and Wagner and many of the Non-government organisations affiliated to the National Literacy Co-operative prefer to view literacy as a free standing programme concentrating on individual and local needs. These contrasting positions will be used to consider the relative strengths and weaknesses of CB for ABE. While the possibility of using a CB system for the ABE programme in the building industry will be considered, the research will also consider the opportunity of CB beyond the specific needs of the building industry.

Dissertation submitted to the Faculty of Education in fulfillment of the requirements for the degree of Master of Education in the Department Educational Psychology and Special Education at the University of Zululand, 2006. / The purpose of this study is to show the association between learning problems and demographic factors, to examine the assessment of learning problems and to describe the profiles of learners with learning problems. Knowledge regarding the above-mentioned could be of assistance in paving the way to examine the relative impact of these variables to predict, assess and treat learning problems. The method used in this study entails a retrospective review of records. This means that previous psychological records were examined. These psychological reports consist of information on psychodiagnoses, intervention procedures and prognoses. In the light of the findings from the present study, it appears that there exists a need in South Africa for a solution-focused approach in the prevention and treatment of learning problems. According to the findings of the present study, learning problems can be caused by various demographic factors. Furthermore, attention is drawn to guide psychologists regarding the assessment of learning problems. A comprehensive test battery is necessary when assessing learning problems, because learning and emotional problems often co-exist. Finally, findings from the present study show variations in learners' profiles. Profiles of learners with learning problems seem to differ in a unique way from one another. Therefore, unique remedial programmes for the treatment of learning problems can be designed accordingly.

In order to serve its nontraditional students, a university piloted a competency-based program as alternative method for its students to earn college credit. The purpose of this mixed-methods study was to conduct a summative program evaluation to determine if the program was successful in order to make decisions about program revision and expansion. The conceptual framework for the study was grounded in Knowles's adult learning theory and Bandura's social learning theory as they relate to adult learners being self-directed and self-motivated to complete their educational goals. The pilot program involved 60 students taking 12 different courses over 3 semesters. Quantitative research questions focused on student completion and pass rates, pacing of assignment submissions, and achievement of course competencies. Qualitative research questions explored perceptions of students, faculty, and advisors regarding the program through individual interviews and student surveys. Transcribed interviews were analyzed and summarized using structural and pattern coding methodology. Quantitative findings show an 83% completion rate, 60% passing rate, 32% of students falling 2 weeks or more behind, and differences in competency achievement between pilot students and traditional students. Qualitative findings revealed 5 themes: good for some but not for all, student success factors are self-motivation and professional experience, attainment of competencies, student support by faculty, and peer-to-peer interaction. This study has potential to add to the growing research on competency-based education, which can ultimately affect social change by moving higher education to more innovative alternative delivery models that can better serve the needs of nontraditional students.