The main objective of this descriptive research is to determine how effective the implementation of school environmental education policies is and how this can be improved upon. If schools do have an environmental education policy, how successful are they in implementing it. The school environmental education policies provide incentives and frameworks for the development of strategies and action plans which result in the environmental education goals being achieved effectively and efficiently. For the effective implementation of the school environmental education policies within an OBE paradigm, educators need to be knowledgeable, skilled and motivated. Overall, teacher education is probably the biggest challenge to the implementation of the school environmental education policies. This research leads to the recommendations at school level to promote the effective implementation of the school environmental education policies. / Educational Studies / M.Ed. (Environmental Education)

Text in Afrikaans / A labour market-oriented curriculum component for grade 7 - 9 learners in the existing education curriculum for South Africa could be achieved on the basis of an analysis and synthesis of various curricula by using curriculum components. The aim of the study is to reveal the essence of curriculation in order to bring the outcomes in the curriculum in line with the labour market needs of South Africa. An appropriate educational curriculum should not only address the high unemployment rate in South Africa, but should also bring about improvements in teaching practice as well as set standards that will be comparable both nationally and internationally. An analysis of different curricula shows clearly that various relevant theories can lead to the development of a curriculum component. These theories are not necessarily contradictory, but rather attempt to reveal the essentials for teaching and training. An analysis of the definitions of curricula gives an indication of the teaching possibilities of an appropriate labour market-oriented educational curriculum, whereby such a curriculum can be integrated in a sensible way with teaching practice by using the curriculum components. This theoretical consideration of different theories, curriculum components and teaching models has found a practical expression in a teaching labour market-oriented curriculum component that could possibly address current teaching and unemployment labour problems in South Africa. / Educational Studies / D. Ed. (Didactics)

The exploratory study presented in this thesis is a case study, interpretive in nature and located in the qualitative paradigm. The conceptual focus is on differentiation, recognizing that learners vary from one another and so will need educators to consider a wide range of factors to enable learners to learn. The objectives of the study are: • To identify what Whole School Evaluation (WSE) supervisors understand by the term differentiation (conceptual) • To identify how WSE supervisors expect differentiation to be achieved by educators (conceptual). [n order to contextualise this research, a further objective was considered necessary: • To identify the roles of WSE supervisors (contextual) This was set in the context of mathematics, science and technology education. The study was carried out with a group of ten WSE supervisors who were involved in evaluating Mathematics, Science and or Technology education in the GET (General Education and Training) Band. Analysis of questionnaires and documents led to the identification of supervisory roles, while analysis of semi-structured interviews revealed a range of dimensions related to differentiation understandings and expectations. These dimensions have been developed into a typology which is then drawn upon in the development of a new conceptual model of differentiation, particularly relevant to the South African context. Findings presented in the study represent an attempt to understand and make recommendations related to policy, practice, research, curriculum and learning support material (LSM) development, training and evaluation. Textual layering in the form of reflective footnotes and issue boxes. plus specific reflective sections in the main text e.g. limitations and assumptions, help the text to achieve this goal. While the study was focused on the context of mathematics, science and technology education, it became apparent that the findings could be applied across all the learning areas.

South Africa has, since 1994 undergone significant political, social and economic changes and all these changes have had an effect in most of the governmental departments. One department adversely affected in particular, is the Department of Education (DoE). The implementation of a large number of educational policies being developed at national and provincial levels to bring about radical changes, leave much to desire. That has led the researcher to be investigating Teachers’ Formative Assessment Practices in Grade 9 Technology classrooms of selected schools in the Fort Beaufort District of Education. The DoE had explored ways to better educate learners and to improve the entire school performance, hence the introduction of the new methods of assessment, to quote but one, assessment policy No. 19640 of 1998. The new assessment policy in the GET Band is a means of assessing learners in order to enhance individual growth and development; to monitor the progress of learners; and to facilitate their learning. This policy states that assessment and feedback are integral to the teaching and learning process and policy planners and practitioners must be adequately prepared to implement these policies. Assessment is the most powerful lever educators use to influence the way learners respond to teaching and behave as learners. It is crucial that appropriate and effective methods of assessment are employed to ensure effective learning. Therefore, the study examined, within the interpretive paradigm and taking a constructivist approach, experiences and concerns raised by participants concerning the implementation of formative assessment in the case. In order to investigate teachers’ perceptions and the implementation of formative assessment practices, in relation to emerging educational policies, one Grade 9 learning area – Technology - in five schools were purposefully sampled. Data from the participants were mainly collected employing qualitative methods, being in-depth interviews, observations and document studies. The main findings of the study were that participants’ (School Management Team members, teachers and learners) perceptions were not quite clear pertaining to what formative assessment is all about. They did not know how to implement it in their classes and as a result had a negative impact on them. This led to recommending that these practitioners must adequately and rigorously be re-trained in implementing the policy. The DoE ought to outsource such trainings to tertiary institution for certification purposes. In future, the DoE should, before implementing any policy, make sure facilitators know the policy, are adequately and thoroughly trained and skilled before embarking on any further training of policy practitioners.

Abstract: Transformation at a historically disadvantaged technikon in South Africa : a research project: South Africa is in the seventh year of democracy. During the first term of office, the ANC government proposed radical shift from the system(s) of education that was/were in existence in this country. A change in the education system in South Africa was inevitable. The ANC government have realised the need and proposed plans for a change in the education system in this country. We might be able to overcome the inequalities of the past and have an education system relevant for all South Africans that promote an equal opportunity for success as envisaged by Outcomes Based Education (OBE). This research project, using a qualitative case study methodology, reports on the readiness of Border Technikon in implementing Outcomes Based Education (OBE) as a teaching/lecturing strategy. Since 1998 Border Technikon organised a series of staff training workshops to empower the academic staff in Outcomes Based Education. A preliminary study on the topic was conducted during 1999, in which questionnaires (to 16 academic staff) and semi-structured interviews (with three academic staff) were used to collect data. During 2000, when the second and final round of this study was conducted semistructured interviews were employed with 4 staff members to gather data. Literature review and document analysis was also part of the research. The analysis of data indicated that the very nature of most of the Technikon Programmes demands an OBE approach in teaching/lecturing and hence OBE based teaching/lecturing is largely practised at Border Technikon. However a few areas of concerns were identified. Some of these concerns were: (i) Technikon employed academic staff (from industry, etc...) with no professional qualification in teaching and it was difficult to provide OBE training to such people and (ii) lack of sufficient support from the Technikon Management might be a cause for the poor attendance of academic staff during the training programme. Another aspect emerged from the data analysis was that all academic staff participated in this study expressed the need for further training in OBE and related topics. Abstract: Science for all - myth or reality?: Different educational projects around the world have made Scientific Literacy a world-wide concern. This study through a literature review shows that Scientific Literacy is a term that has many definitions and interpretations. This literature review reveals that, in the present system Science for All is a myth for various reasons. Governments around the world in general, and South Africa in particular, are in the process of introducing different projects such as the Year of Science and Technology (YEAST), science week and science exhibitions for the purpose of popularising science and technology. The Department of Education in Thailand has modified its education system to accommodate Science for All. In this literature review among other issues the status quo in South African science education and the Thailand model were examined. A few recommendations to achieve Science for All are also included in this project. Abstract: Developing and evaluating the use of learning material in science - a constructivist approach towards learning Newton's laws : a research project: The Government of National Unity in 1994 introduced a new educational policy for South Africa. This represented a shift in paradigm from a transmission mode of teaching and learning to a learner-centred education. The shift marks a transformation from a content-based curriculum to an Outcomes Based Education (OBE). Various authors found that different sections in the Physical Science syllabus in South Africa are often misunderstood by students for different reasons. One of the reasons was that students had their own ideas about laws of nature and these (mis)conceptions were resistant to change. From the literature and from the author's personal experience it was found that Bodies in Motion is a topic that is difficult to conceptualise by students of different age groups. The challenge facing educators is how to tackle this issue. In this research project a diagnostic test is developed and used to identify the topics where students have conceptual problems. To address these problem areas further, concept sheets/work sheets where developed and implemented. The different challenges and tasks given in the work sheets/learning material are organised in such a way as to make the students aware of their own ideas about Bodies in Motion in general and the key-concepts in particular and also to make them aware of the ideas of their peers (group members). It was also aimed at offering the learners the scientific alternative to their own beliefs. At the end, it was discovered that, even though the general understanding of the learners has improved in this topic (namely, Bodies in Motion), their original beliefs were largely unaffected. It is the hope of the researcher that the project would be the basis for further research on the development of learning material in science.

Summaries in Afrikaans and English / The aim of this study is to investigate the developmental deficits among milieu disadvantaged pre-schoolers in a multicultural learning environment and to identify the cause of these deficits. The availability of school readiness programmes and whether these programmes fulfil in the needs of milieu disadvantaged pre-schoolers are investigated. In the light of the theoretical and empirical research it appears that the profile of milieu disadvantaged pre-schoolers is in a process of change. Developmental shortcomings are experienced with regard to the following developmental aspects: Emotional Physical Cognitive Social, moral and aesthetical development According to the theoretical and empirical research these developmental deficits are caused by factors due to the home environment, the school as well as socio-demographic and socio-economic factors. From the research recommendations regarding the following were generated: The parents The pre-primary school The primary school The Department of Education Further researchSee file / Die doel met die onderhawige studie is om te bepaal watter ontwikkelingstekorte by milieubenadeelde kleuters in 'n multikulturele leeromgewing voorkom en om die faktore te identifiseer waardeur hierdie tekorte veroorsaak word. Daar word 'n breedvoerige blik gewerp op beskikbare leergereedheidsprogramme en in hoe 'n mate dit die ontwikkelingstekorte van milieubenadeelde kleuters aanspreek. Aan die hand van die literatuurstudie en 'n empiriese ondersoek blyk dit dat die beeld van milieubenadeelde kleuters besig is om te verander. Ontwikkelingstekorte word veral ten opsigte van die volgende aspekte ervaar: Emosionele Fisieke Kognitiewe Sosiale, morele en estetiese ontwikkeling Uit die literatuurstudie en die empiriese ondersoek blyk dit dat bogenoemde ontwikkelingstekorte veroorsaak word deur huislike, skolastiese, sosio-demografiese en sosio-ekonomiese faktore. Uit die ondersoek word aanbevelings ten opsigte van die volgende gegenereer: Die ouerhuis Die pre-primere skool Die primere skool Department of Education Verdere navorsing / Psychology of Education / M. Ed. (Sieklundige Opvoedkunde)

This study is an investigation of the congruence in methodology between out-comes based education and environmental education. EE and OBE advocate for an integration of educational approaches and methodology. The focus being the introduction of integrated cross-curricula approach to education. Questionnaires were administered to educators in the sampled schools in order to get the understanding and perceptions of educators about the compatibilty of EE and OBE methodologies. The hypothesis: OBE in South African Education allows for the implementation of EE methodologies. The finding is that common approaches i.e. interdisciplinary and cross-curricular approaches and similar methods are used in OBE and EE. Several proposals were made: There should be workshops, support and mentoring approaches to EE and OBE. Resources should be available to educators and learners and there should be research on OBE and EE methodologies should be made / This study is aimed at examining the compatibility in methodology and approaches of South African Out-comes Based Education and Environmental Education. Data collection was based on questionnaires administered to the primary school educators in the Rustenburg District. Extensive knowledge was gained concerning the nature, approaches and methodologies of Environmental Education and Out Comes Based Education. The educators' understanding of the compatibility or degree of agreement between OBE and EE methodologies, approaches and methods was examined. Problems related to the methodological incompatibility of EE and OBE are identified and solutions are proposed. The core of this study is to examine the compatibility between OBE and EE in terms of approaches and methodologies. It is noted by this study that compatibility between EE and OBE, is not without problems. This study will make valuable contributions to examine the extent of OBE as a curriculum policy for addressing methodological issues raised by EE. / Educational Studies / M.Ed.(Environmental Education)

The introduction of outcomes-based education in South African schools has changed the roles of all role players. For outcomes-based education to be successfully implemented everyone should fully understand these new roles. Since the principal should ensure that there is effective teaching and learning at school, this study explored his/her role in the implementation of outcomes-based education. This study includes a literature review of instructional leadership and outcomes-based education in South African schools. A qualitative investigation of the role of the school principal in the implementation of outcomes-based education in KwaMashu schools was conducted. Data were analysed, discussed and synthesised. It was found, inter alia that principals and educators do not fully understand the instructional role of the principal in the implementation of outcomes-based education. Lack of training appeared to be the major reason that exacerbates the problem. Based on findings, recommendations for improving the role of the principal were proposed. / Educational Studies / M.Ed. (Education Management)

Van der Horst, H van R. / With the introduction in 1998 of Outcomes-Based Education in South Africa, educators will no longer be passive recipients of a curriculum developed within the ivory towers of a Department of Education. Curriculum development will be the task of every educator at the site of delivery. Media articles have painted a gloomy picture of the calibre of educator expected to manage the demands of Outcomes-Based Education. The researcher is of the opinion that there are many dedicated educators willing to accept the historic nature of the journey which lies ahead of them, and who, with the adoption of an encouraging, supportive approach to professional development, will be willing to work with, adapt, modify and improve the Outcomes-Based curriculum presented to them. Educators need to assume responsibility for the professional development of Learning Programmes and the learner support materials to ensure that learners get to grips with the new curriculum. This task can be achieved through high-quality in-service education, training and re-training of educators. This study describes workshops developed by the researcher to familiarise the educators with the Specific Outcomes Framework of Curriculum 2005, and to develop an in-depth understanding of the Specific Outcomes without which, the educators would be at a loss to develop meaningful Learning Programmes. Examples of Learning Programmes developed by some of the participating educators over a period of twelve months indicate the levels of proficiency attained through close monitoring and assistance offered by the researcher. Outcomes-Based Education has been successful where all involved have taken on the challenge to do their best and as we collectively strive to improve the standard of education in South Africa, let us, in the words of Jane Hofmeyer (Article (b),Sunday Times, 25/10/98), "look forward to the day when every child as an educational birthright, can claim access to competent, caring and committed teachers and schools that are organised for success." / Curriculum and Instructional Studies / D. Ed. (Didactics)

The lecture room instructional management competence of novice nurse educators (NNEs) in the Republic of South Africa (RSA) was investigated. No comprehensive set of generic roles, outcomes and competences for instructional management of nurse educators could be traced in the literature, therefore an analytical study was undertaken. Adhering to the principles for outcomes-based education, three models were established: Q a model for the professional development of nurse educators Q an Education, Training and Development nurse practitioner model, consisting of roles and outcomes for lecture room instructional management Q a model for lecture room instructional management that served as evaluation criteria used in the instrument during the quantitative survey These models were presented to, and evaluated by nurse educators of five universities. The influence of mentorship, reality shock, and professional development on the NNEs' lecture room competence was investigated. The target group consisted of NNEs, their mentors and students in nursing schools in the RSA. A number of respondents were also interviewed and observed. The analysed data indicated that NNEs were not competent when they started teaching, and needed support and supervision from mentors. Findings also indicated the positive influence of mentorship and professional development on competence acquisition. NNEs experienced reality shock requiring support to acquire competence. These aspects justify further research. The recommendations based on this study include that nursing schools use specific evaluation criteria for le<,1ure room competence and for in-service training of NNEs and mentors. Nursing schools should take a more active role in mentoring programmes. / Health Studies / D. Litt. et Phil. (Advanced Nursing Sciences)