The purposes of the study were to determine what perceptions, if any, were held by the state representatives of six selected special interest groups regarding the perceived influence each group has had on public school curricula and the attitudes held by the representatives regarding the selection of materials and content for public school curricula.The population contacted consisted of the 289 state level representatives of the groups; 103 representatives returned completed questionnaires. The six selected special interest groups were the NAACP, ACLU, MM, PP, LWV, and NOW.FindingsThe NAACP, ACLU, PP, LWV, and NOW reported similar attitudes regarding several topics, such as the inclusion of sex education in public school curricula, the exclusion of both scientific creationism and the concept that some values are absolute and must be obeyed, and the inclusion of the concept that parents should not decide what students read in school. The MM respondents held that sex education should be eliminated from public school curricula, scientific creationism, and the teaching of some absolute values should be included in the public school curriculum. MM respondents also held that parents should decide what the student may read in school.NAACP, PP, LWV, and NOW respondents judged that the respective organizations have brought about change in the public school curricula. The respondents for the other organizations made no claims of influence.ConclusionsDue to the population of the study, no attempt was made to generalize from the respondents to the total organizations. Generally, the respondents reported attitudes and perceptions in keeping with stated organizational policy; differences occurred in the reported degree of agreement or disagreement on various topics.

The purpose of the study was to prepare a confluent curriculum to be used in conjunction with seminars which were held during the Spring Semester of 1974 for twenty-four student teachers enrolled at Indiana University-Purdue University at Indianapolis.

The Major Problem of the StudyThe major problem of the study was to determine the effects of the cooperative curriculum assessment project of the Northwest Indiana Public School Study Council as perceived by school administrators who actively participated in this project.Methods and Procedures of the StudyMethods and procedures used to determine the effects of the cooperative curriculum assessment project included the selection of school corporations and the population to be sampled, the preparation and refinement of the survey instrument as a data-collecting device, and the preparation and refinement of the structured interview guide as a data collecting device.ConclusionsConclusions were based on the findings of the study, on the literature and research reviewed as part of the study, and on the writer's experiences in conducting the study.1. A cooperative curriculum assessment has potential for the improvement of communications among the staff members, faculty members, administrative personnel, and students.2. Curriculum evaluation has potential value as a means of in-service training of school personnel for curriculum change and improvement.3. The process of curriculum assessment has potential for involvement of students and parents in curriculum development and change.4. The use of school personnel as participants in curriculum evaluation provides potential value as a means to create positive attitudes toward self-evaluation.5. The positive attitudes of participants in curriculum evaluation indicate the sincere interest of professional educators for the improvement of education for young people.6. Group training of school personnel to act as data collectors has potential as an effective method to initiate a curriculum evaluation project.7. With a limited amount of preparation, public school personnel can become effective in assessing curriculum. More thorough preparation may increase their efficiency in curriculum evaluation.8. University personnel working in cooperation with public school personnel have potential as an effective team in cooperative curriculum assessment.9. The use of teachers as data collectors allows them to acquire new ideas for their own use and also provides them with the opportunity to view objectively the problems in other educational situations.Recommendations for Further StudyRecommendations for further study were based on the findings of the study, on the literature and research reviewed as part of the study, and on the writer's experiences in conducting the study.1. All participants, rather than just the administrators, should be surveyed in regard to the impact of the project in order to obtain the perceptions of all personnel involved in the project.2. Follow-up studies should be conducted involving teachers, students, administrators, and the public concerning the results reported in the final report.3. Studies should be initiated to explore possible means of involving teachers, supervisors, and administrators with university faculty members and other resource persons for planning future curriculum assessments.4. In future curriculum assessments, efforts should be made to encourage all superintendents to include principals, supervisors, and other administrators in the project from the beginning. 5. In future curriculum assessments, efforts should be made to provide a continuous feedback system so that the project staff can study the communications of the liaison persons.

Thesis (PhD (Philosophy))--University of Stellenbosch, 1990. / This study has focused on two aspects. In the first instance an attempt was made to create a theoretical model which could serve as a guideline for implementing cooperative education in the commercial sc iences. Secondly, it was determined to which extent cooperative education was feasible in the commercial sciences at technikons. In the first component, a literature study was undertaken as starting point for the development of a model according to which cooperative education could be applied. The focus was predominantly on commercial courses up to diploma level offered at technikons in the RSA. The basic premise was that it would be desirable for commercial courses to conta i n a component of cooperative educati on, spec ifica 11y that of in-service training as a subdivision thereof. At present cooperative education is not a requirement for commercial courses at technikons, though it is compulsory in courses in engineering and the sciences. The study of literature revealed that there are certain methods according to which commercial courses are presented when implementing cooperative education in other countries. It was evident that a model containing certain components could be developed. The concepts of cooperative education, vocational education and competency-based education should form the basis of all technikon education and the total model can be constructed on these principles.

M.Tech. (Construction Management) / The objective of this study is to identify the different problems faced by employers and quantity surveying students; as a result: Employers face students who are unprepared for the work situation and students face problems in the classroom. The aim is to question methods which have been applied until now in terms of teaching and learning with a particular emphasis on quantity surveying. New competencies are being created as the industry is evolving. It is suggested that a thorough review is needed. The South African construction industry has grown considerably; this has also brought about a huge demand for quantity surveyors with estimating skills, but there is also a severe skills shortage in the engineering sector and more particularly in the building construction sector; these shortages have exacerbated the situation. This research study aims to assess the problems encountered by students in the workplace, with a view to identifying how the solutions found could serve as the main vectors in implementing innovative curricula in tertiary institutions. The study also examined the role of the industry itself: the ways and means by which the industry should meet the tertiary institutions halfway to reinforce the basic knowledge and to develop the core competencies of the individual quantity surveyor and estimator. The method used in this study was a descriptive method in which structured questionnaires were given to the respondents in order to determine their views of the industry. Their suggestions on the different approach which could be followed to alleviate the problems faced by quantity surveyors to adapt more quickly once they are employed in the industry were investigated. The higher education system is not doing enough to prepare quantity surveying students professionally for the performance expected of them in the construction industry. The result is that employers have to fill the void that some tertiary institutions are failing to address by implementing continuing professional development (CPD).The curriculum is at risk since it is stagnating, and a new curriculum and outcomes need to be aligned to employers’ expectations. The lack of knowledge witnessed among new graduates often creates a waste of time for the companies in trying to get newly appointed graduates up to speed in terms of the performance expected by the industry. It is therefore important to identify the issues and to revolutionise the education system.

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M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

M.Ed. / This thesis follows the Grade 7-9 teachers at the three Middle schools at the Temba District of Bojanala East Region in the North West Province about their lesson planning to include an Environmental Education focus. Environmental learning principle of the NCS (R-9) has been used to trace teachers’ understanding, knowledge and skills about the “environment”, as well as to check their level of compliance with the NCS as a prescribed policy for their teaching practices. The use of the NCS as an Outcomes- Based Education and Training approach in teaching assisted me to get a clear indication of the situation that prevailed at the schools that were sampled with regard to the recontextualisation of environmental learning. The study acknowledged that the situation at schools was found to have been entrenched and influenced by the past socio-historical, socio-political, the cultural and traditional realities that have infiltrated into the curriculum approaches and hindered the existence of opportunities for best Environmental Education practices. Teachers on the ground level were found to not have sufficient knowledge of what Environmental Education is all about. It was found that they lacked the basic background information about the environment itself. They are faced with situations where classes are overcrowded, with no community involvement in school activities. Added to these challenges is the reluctance on the part of the national and local education bodies to provide teachers with the necessary support. Teachers are as a result, not coping with these appalling circumstances surrounding them and proper Environmental learning thus becomes a thing they are unable to deal with. This study recommended that teachers’ skills be harnessed for effective and progressive teaching. The Department of Education was urged to take a step to initiate a collaborative change in attitude of both the school communities and the government by providing the necessary support to teachers, as well as to allocate to schools budgets and resources to assist them to cope with the demands brought about by the new policies they are supposed to implement. The implementation of the recommendations of this thesis will bring about systematic change in attitude and behaviour, with simultaneous social change in values, as well as direct management from national and local bodies.

Ph.D. / This study investigates the relevancy of the current Agricultural Science curriculum for the Senior Secondary school phase. It also surveys whether the syllabus addresses the needs of the world of work in the agriculture community. The process of curriculum development for compiling the current syllabus within the context of a new South Africa is evaluated and proposals made in order to make it more democratic and to make participation an important principle at all levels of the development process ...

M.Ed. / The Technical Colleges are important links between the community and industry since it is eminently responsible for the academic training of mid-level manpower, namely artisans and apprentices. The responsibility of Technical Colleges is to make post-school education available. This post-school training is offer with a view to the practice of a career and is geared towards any school leaver, who requires practical-orientated career training. Technical Colleges offer training on a continual basis where the differentiated secondary school system ceases to prepare students to be able to practice a career, trade-or professional skill in commerce and industry. The technical college focuses on career training aimed towards the practice, which is market orientated and set towards job opportunities. With reference to the aforementioned mission of the Technical Colleges, it becomes essential that theory becomes reconciled with practice in order to apply practice-orientated career training. III This study is aimed at compiling a syllabus for Fitting and Machining Theory (N 1N3) at Technical Colleges on a scientific basis, which will comply with the demands and needs of the community and industry. The study has been carried out on the ground that a need has been established during an ATC (Association of Technical Colleges (now Committee of Technical College Principals CTCP) seminar for the curriculum development of the subject Fitting and Machining (N1-N3) at Technical Colleges. The researcher, as chairman of the CTCP sub-subject committee for Fitting and Machining (N1-N3) as well as Tool, Jig and Die Maker's Theory (N2 and N3) undertook this study with the approval and support of the CTCP under the direction of the University of Pretoria. The dissertation was eventually finalised and completed at the Rand Afrikaans University. A literary study has been undertaken in order to be able to choose a curriculum model based on the opinions of a number of curriculum experts. This should be useful in setting a direction according to which the present Fitting and Machining Theory syllabi (N1-N3) at Technical Colleges can be developed. The research includes the distribution of scientifically based questionnaire, which were sent to selected respondents, as well as with structured interviews. This was done to pinpoint the similarities between and the differences in the Fitting and Machining syllabus at Technical Colleges and the training schedules in the Metal Industries. The purpose with this information which has been computerised and processed by the Department of Information Management, Section: Research and Training Support, at the University of Pretoria is to compile well-founded syllabi for Fitting and Machining (N1-N3). It is nonetheless imperative that the curriculum development of Engineering Studies syllabi at Technical Colleges be developed on a regular basis and in co- IV operation with the industry with cognisance of technological development in order to offer career training in the real sense of the word.