by Siu Chi Kui. / Publication date from spine. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 198-212). / by Siu Chi Kui. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / PREFACE --- p.iii / Chapter CHAPTER ONE - --- INTRODUCTION --- p.1 / Chapter 1.1 --- The substantive problem - the History curriculum in Hong Kong --- p.1 / Chapter 1.2 --- Context of the study - Hong Kong in political transition --- p.4 / Chapter 1.3 --- Perspective of the study - Sociology of curriculum --- p.6 / Chapter 1.4 --- Significance of the study --- p.8 / Chapter CHAPTER TWO - --- THE THEORETICAL CONTEXT OF THE STUDY: SOCIOLOGY OF CURRICULUM --- p.9 / Chapter 2.1 --- "Ideology, domination and curriculum" --- p.9 / Chapter 2.2 --- Political / cultural domination and curriculum --- p.13 / Chapter 2.2.1 --- Colonial relationship and curriculum --- p.14 / Chapter 2.2.2 --- Authoritarian states and curriculum --- p.18 / Chapter 2.2.3 --- Liberal states and curriculum --- p.22 / Chapter 2.3 --- Political evolution and curriculum change --- p.25 / Chapter 2.4 --- The History curriculum and local history --- p.27 / Chapter 2.4.1 --- The study of social subjects --- p.27 / Chapter 2.4.2 --- The History curriculum --- p.28 / Chapter 2.4.3 --- -Local history --- p.30 / Chapter CHAPTER THREE - --- HISTORICAL BACKGROUND OF THE STUDY: HONG KONG EDUCATION IN TRANSITION --- p.32 / Chapter 3.1 --- Hong Kong's special position - a dual colony --- p.32 / Chapter 3.2 --- Hong Kong in transition --- p.36 / Chapter 3.2.1 --- Political changes --- p.36 / Chapter 3.2.2 --- Rise of indignous culture --- p.38 / Chapter 3.3 --- Decolonization in Hong Kong --- p.41 / Chapter 3.2.1 --- Political decolonization --- p.42 / Chapter 3.2.2 --- Cultural decolonization --- p.44 / Chapter 3.4 --- Education of Hong Kong in the transitional period --- p.46 / Chapter 3.4.1 --- Government control over education in Hong Kong --- p.46 / Chapter 3.4.2 --- Educational changes in the time of political transition --- p.49 / Chapter CHAPTER FOUR - --- THE RESEARCH PROBLEM AND METHOD OF STUDY --- p.55 / Chapter 4.1 --- The research questions --- p.55 / Chapter 4.1.1 --- The process of curricular change --- p.55 / Chapter 4.1.2 --- The perspectives of the actors --- p.56 / Chapter 4.2.3 --- The content of the products of curricular change --- p.56 / Chapter 4.2 --- The scope of study --- p.57 / Chapter 4:3 --- Research design - qualitative studies --- p.58 / Chapter 4.3.1 --- Document study / content analysis --- p.60 / Chapter 4.3.2 --- Interview --- p.62 / Chapter 4.3.3 --- Comparative analysis --- p.64 / Chapter 4.4 --- Limitations of the study --- p.64 / Chapter CHAPTER FIVE - --- THE PROCESS OF INCLUSION OF LOCAL HISTORY IN THE HISTORY CURRICULUM --- p.65 / Chapter 5.1 --- Discussions on the History curriculum and teaching in the late 60s and 70s --- p.66 / Chapter 5.1.1 --- Comments on the traditional curriculum and pedagogy --- p.66 / Chapter 5.1.2 --- The rise of local identity --- p.69 / Chapter 5.2 --- Factors that affects the inclusion of local history --- p.77 / Chapter 5.2.1 --- The continuous need for pedagogical change --- p.78 / Chapter 5.2.2 --- The rise of local identity --- p.84 / Chapter 5.2.3 --- Political transition and educational change --- p.89 / Chapter 5.2.4 --- Conclusion --- p.91 / Chapter 5.3 --- The process of construction --- p.95 / Chapter 5.3.1 --- Policy making --- p.95 / Chapter 5.3.2 --- Implementation of the pilot scheme --- p.98 / Chapter 5.3.3 --- Working for the full implementation in all secondary schools --- p.100 / Chapter CHAPTER SIX - --- LOCAL HISTORY IN THE CURRICULUM (I): THE ADVANCED AND CERTIFICATE LEVELS --- p.102 / Chapter 6.1 --- Two interpretations of local history --- p.102 / Chapter 6.1.1 --- The colonial paradigm --- p.102 / Chapter 6.1.2 --- The critical perspective --- p.103 / Chapter 6.2 --- The lack of local history in the past --- p.104 / Chapter 6.2.1 --- Impact of colonialism on education --- p.104 / Chapter 6.2.2 --- The lack of indigenous identity and culture --- p.106 / Chapter 6.3 --- The inclusion of local history in the Advanced Level syllabus --- p.107 / Chapter 6.3.1 --- Placement of local history --- p.107 / Chapter 6.3.2 --- Proportion of local history in the syllabus --- p.108 / Chapter 6.3.3 --- Time period of local history --- p.108 / Chapter 6.3.4 --- Content of local history --- p.110 / Chapter 6.4 --- Local history in the Certificate level --- p.116 / Chapter 6.5 --- Discussion on the reinclusion of local history in the Advanced Level curriculum --- p.116 / Chapter CHAPTER SEVEN - --- LOCAL HISTORY IN THE CURRICULUM (II): THE THREE PACKAGES FOR JUNIOR LEVEL…… --- p.119 / Chapter 7.1 --- The role of local history in the past --- p.119 / Chapter 7.2 --- General features of the packages on local history for junior forms --- p.120 / Chapter 7.2.1 --- Placement and proportion of local history in the packages --- p.120 / Chapter 7.2.2 --- Time period of local history and its demarcation --- p.121 / Chapter 7.2.3 --- Teaching method and strategies --- p.123 / Chapter 7.3 --- Content of local history in the packages --- p.124 / Chapter 7.3.1 --- On Hong Kong people and identity --- p.124 / Chapter 7.3.2 --- Hong Kong and the British government --- p.129 / Chapter 7.3.3 --- Local responses to colonial rule --- p.135 / Chapter 7.3.4 --- Hong Kong and China --- p.140 / Chapter 7.3.5 --- Development and progress --- p.145 / Chapter 7.4 --- Conclusion..…...…… --- p.150 / Chapter 7.4.1 --- Absence of identity and class element --- p.151 / Chapter 7.4.2 --- The adoption of the colonial paradigm --- p.152 / Chapter 7.4.3 --- Hong Kong history as capitalist history --- p.153 / Chapter 7.4.4 --- Segregation of Hong Kong and Chinese history --- p.153 / Chapter CHAPTER EIGHT - --- CONCLUSION: THE SIGNIFICANCE OF THE INCLUSION OF LOCAL HISTORY IN THE CONTEXT OF POLITICAL TRANSITION --- p.156 / Chapter 8.1 --- Nature of curriculum reconstruction - the case of local history --- p.156 / Chapter 8.1.1 --- Local history as a curriculum innovation --- p.157 / Chapter 8.1.2 --- Local history: colonial or national history9 --- p.160 / Chapter 8.1.3 --- Local history as a rise of local culture and identity --- p.166 / Chapter 8.2 --- Local history in the context of political transition --- p.170 / Chapter 8.2.1 --- Central intervention against academic autonomy --- p.171 / Chapter 8.2.2 --- National cultural hegemony against local cultural identity --- p.174 / Chapter 8.2.3 --- Decolonization and recolonizatlon?........ .............… --- p.177 / Chapter 8.3 --- Towards a direction for further research --- p.181 / Chapter 8.3.1 --- Are national culture and local identity in contradiction?.........…… --- p.181 / Chapter 8.3.2 --- "Redefinition of ""political transition""" --- p.184 / Chapter 8.3.3 --- Another half of the story: classroom interaction --- p.186 / APPENDIXES --- p.189 / Chapter 1. --- "The Advanced Level Examination Syllabus, 1994 - History (part on local history)" --- p.189 / Chapter 2. --- A.L. questions on Hong Kong --- p.190 / Chapter 3. --- Contents of the 3 packages on local history for junior level --- p.192 / Chapter 4. --- "Draft syllabus for History (Secondary I-III), 1995" --- p.195 / REFERENCES --- p.198 / REFERENCES IN CHINESE --- p.208

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The handwriting was on the wall when I arrived at the Defense Information School in December, 1977. I had been brought in after receiving a masters in management to redesign the public affairs supervisors course and the public affairs officer course stressing management rather than a skill orientation. During that process, which lasted two years, I became increasingly involved with the problem addressed in this creative project. The problem plagued Army schools throughout the Training and Doctrine Command.Under the ISD program, initially adopted in 1975, Army educators were forced to ask themselves three questions: What should be the role of the instructor in improving instruction; is there a better way to plan for effective instruction; and can education really be improved, within the limitations of available funds, personnel, and facilities?Working now as the organizational effectiveness consultant at DINFOS, I turned those questions around into positive statements which goal-directed educational administrators could deal with. Essentially I proposed that successful innovation in education requires at least three elements:(1) instructors who are deeply concerned about their teaching effectiveness and who are motivated by a desire for improvement, (2) administrators who willingly encourage and support those instructors, and (3) a carefully designed plan for developing improved instructional practices. Of these three elements, the greatest shortcoming at DINFOS was found in the third.Student evaluations and the North Central accrediting team underscored our instructors' concern. The school administration has demonstrated its willingness to innovate. TRADOC had provided the umbrella plan-ISD. The problem was instructor interface with the ISD process through our Directorate of Training Developments which is tasked to bring ISD to fruition at DIINIFOS.Many suggestions were tried. For example, this seemed to be a textbook case for Management by Objectives (MBO). It did not work because instructor time is at a premium. Finally, my recommendation was adopted and seems headed for success. This remedy is essentially two-fold. It makes, as a matter of policy, ISD the operant mode for all instruction and is outlined in the Operations Manual as such. Secondly, all newly-assigned instructors and other instructors without benefit of this training, must attend a class in ISD where they must demonstrate knowledge of the process and, in fact, write behavioral objectives before being certified to instruct at the school.

No description available.

It will be generally accepted that teacher education is an important factor underpinning the quality and success of the schooling system in South Africa. Key agenda items in the debate and discourse on the provision of teacher education, in parliamentary and extra-parliamentary circles, include teacher empowerment and professionalization, and teacher education curricula, programmes and policies in the context of an apartheid society in transition to a future democracy. The present study is a contribution to that debate. It focuses on selected aspects of the pre-service teacher education curriculum at one university Faculty. Data de rived from questionnaire surveys and documentary research are analysed and interpreted within the parameters of the critical paradigm of curriculum inquiry as these are given operational definition by the transformative model of teacher education. The analyses of student and staff perceptions of the curriculum and of curriculum and instructional structures show that the dominant form of teacher education in the Faculty embodies a technocratic rationality that serves to encourage acquiescence and conformity to the status quo in both schooling and society. It is argued that such a curriculum is an anachronism, given the prospect of a "new South Africa" that has become apparent since February 1990. In that context, the dissertation makes an attempt to offer a conceptual basis for an alternative framework in the reconceptualization of teacher education. / Thesis (M.Ed.) - University of Durban-Westville, 1991.

Vision and mission statements are developed by schools to give purpose and direction to all those who work in these institutions. They also articulate the values that the organisation endeavours to promote. This case study demonstrates how an independent school fosters values in the vision and mission statement through curriculum implementation. The school offers a values education programme in conjunction with the National Curriculum Statement. This is done through the example of the English curriculum in a primary school. The challenge for the National Curriculum Statement is how to promote the goals and values of social justice, equity and democracy, by integrating them across the curriculum. The Department of Education views values development as being crucial for the personal development of the students and to ensure that a South African identity is built on values different from the apartheid era (Department of Education, 2002). The school therefore has an important role to play not only in the development of knowledge and skills of their students, but also the development of values. This study adopts a qualitative approach which is located in the interpretative paradigm. A case study approach using multiple methods of data production was used. Document analysis, observations and semi-structured interviews were used to gather rich data. The vision and mission statement of the school was analysed to determine what values are articulated in it. Six comprehension lessons of three teacher participants were observed and a semi-structured interview was conducted with each teacher to determine what values are fostered through the teaching of English. The findings revealed that the values articulated in the school’s mission statement played a pivotal role in teaching. There was a strong relationship between the values in the mission statement and teaching of English. Teachers were successful in eliciting values during their teaching by using a variety of strategies, creating a positive classroom atmosphere and being acutely aware of the importance of being good role models. The training and support received by the teachers enhanced the fostering of values. In spite of the fact that the teachers were not involved in developing the school’s vision and mission statement which was the ideology of the organisation that started and manages the school, their belief in the values programme motivated its successful implementation. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

There is no abstract available for this dissertation.

With an intention of opening a vantage point on the story of how curriculum is actually created, this study follows the recontextualising of the environmental discourse of the National Curriculum Statement (R-9) in three case sites. These are: Grade seven Department of Education training material developed to introduce educators to the NCS (R-9), Delta Environmental Centre an environmental education non-governmental organisation, a rural primary school situated south of Durban. Using elements of the Bernstein’s (1990) framework of pedagogic discourse, the study traces how the environmental discourse was de-located from the field of production and relocated into the pedagogic practice of each case. In trying to follow the continuity, changes and discontinuities in the official [environmental] discourse as it is recontextualised, the study utilises Bernstein’s conceptual constructs of selective appropriation and ideological transformation. These constructs of selective appropriation and ideological transformation enabled me to ‘look into’ each case and get a perspective of how to explain the recontextualising processes. The study acknowledged that discourses are shaped and steered by historical, political and economic realities and begins by tracing the genesis of the environmental discourse within formal curriculum policy in South Africa. This socio-historical review highlights the main factors and happenings that shaped the present curriculum discourse and its production as official policy discourse. The study highlighted that within each case the recontextualising story is unique but some clear patterns emerged as factors that impacted on recontextualising processes. These were the role of history and context, knowledge and experience of the discourse, ideology and emphasis, and the depth with which the discourse was engaged. The discussion of these factors gave valuable insights into the recontextualising of curriculum discourses. The study comments on the need to clarify the environmental focus in the Learning Areas and to actualise this into practice so that the discourse becomes an integral part of teaching, learning and assessment. The study also highlights the need for professional development opportunities that will enable educators to clarify the nature and focus of the environmental discourse in the NCS (R-9), and its articulation in Learning Area in context. In particular, the environment and social justice relationships appear to require greater clarity of focus and interpretation in recontextualising processes. There also appears to be a need to develop educators’ foundational knowledge of environmental issues to strengthen the recontextualising of this discourse.

This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.

From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program.