This is a study of the recruitment of experience in an Adult Education Diploma. Through an analysis of the written curriculum, three aspects of recruiting experience are addressed: the different kinds of experience that are recruited on the course, the ways in which these kinds of experience are recruited, and the purpose of recruiting experience as evident in the assessment of the course.

Bibliography: leaves 91-106. / The proliferation of computers in education has been studied for many years (Kulik, 1983; Loveless 1996; Underwood & Underwood 1990) including therein a diversity of standpoints from the examination of the effects of the computer on learners to the influence of computers on learning, problem solving and achievement, as well as other aspects of schooling (as cited in Lauman 2000: 2). However, little attention has been afforded to address individuals' perceptions, namely those of teachers and learners, of the technology. Given the great investments by schools due to high expectations concerning the educational benefits of computers, it is important that such research be conducted. The purpose of this study was to investigate teachers' and learners' perceptions from four ex-Model C primary schools, on how and why computers are used in the Grade 7 classroom. The data was collected primarily by means of a questionnaire, which assessed the perceptions of teachers and learners re computer usage in Grade 7, with findings substantiated by observations and teacher interviews. The study found that: (1) most teachers were comfortable with using computers and expressed positive attitudes towards computer use; (2) teachers agreed that they integrate the computer into the classroom for student-centred learning, independent learning, as a research tool and as a communication tool; (3) teachers view the computer as optimally used for word processing, with importance placed on such skills; (4) teachers believe technology is an integral part of the process of educating their learners; and (5) teachers are of the opinion that their learners perceive the computer to be important, relevant, appealing, valuable, involving and needed. Analysis of the learner data revealed that: (1) learners express enjoyment with using the computer in Grade 7; (2) learners affirm the importance of computers as learning tools; (3) learners perceive that when undertaking tasks they enjoy on the computer they find the computer to be 'entertaining', while the worst thing about the computer is perceived to be 'computer malfunctions' and 'the age of the computer' (i.e. how old the computer was); (4) learners believe the computer has a positive impact on their school work; (5) learners perceive the use of the computer in Grade 7 to be important, interesting, exciting, meaningful and needed; and (6) they feel the computer is used to prepare them for their future. The findings of this study afford us a glimpse into how a sample group of South African teachers and learners in the ex-Model C primary school context, perceive computer use in the Grade 7 classroom. Further research with larger, more representative samples is recommended in this fairly untouched area of research, particularly in South Africa, as technology continues to take on a more significant role in South African schools.

Includes bibliographical references. / This dissertation examines the interface between pre-service teachers' HIV/AIDSknowledge, attitudes and self-efficacy, and their intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy. It is located within the models of teacher education which provides a conceptual framework to analyse HIV/AIDS pre-service teacher education. This study was conducted at the Cape Peninsula University of Technology's Faculty of Education which prepares pre-service teachers for primary school and high school teaching. It involved 68 first year foundation phase pre-service teachers in 2003. With the use of a qualitatively - based vignette probe, the pre-service teachers' intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy was investigated. The same pre-service teachers' were assessed for their levels of HIV/AIDS knowledge, attitudes towards people with HIV/AIDS, and their self-efficacy with regard to reducing their own risk of HIV/AIDS infection, using a quantitatively based comprehensive questionnaire probe. The overall findings of the study revealed that the interface between the pre-service teacher's HIV/AIDS knowledge, attitudes and self-efficacy, and their intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy was inconsistent. The results highlighted the need for a constructivist model for HIV/AIDS pre-service teacher education which will develop pre-service teachers' HIV/AIDS subject matter expertise and their professional dexterity to critically assess and implement school - based HIV/AIDS curricula in an HIV/AIDS context of teaching.

A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Masters of Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, South Africa, 2009. / This study looked at the implementation of the NCS physical science as a major curriculum change. As Imenda (2002:4) states "curriculum change entails that educators, learners, administrators, and all those with a part to play in the actualisation of the new curriculum have to see and do things differently". He further asserts that "this invariably means embracing a new system of doing things in terms of a sound philosophical basis, curriculum content description, beliefs, values, convictions and practices". He further posits that "the transition from an 'old' curriculum to a new one could therefore present difficult challenges and problems". According to Imenda (2002:4), "the espousal of OBE by South Africa's Ministry of Education to apply to all levels of the education system has presented a number of major challenges". Indeed, there are many challenges facing physical science educators in the implementation of OBE, including overcrowding, language mismatching, teacher unpreparedness, non-delivery of OBE resources, inadequate facilities and resources (Adler & Reed, 2002:60-65; Jacobs, Gawe & Vakalisa, 2002:106-107 & De Waal, 2004:63-66). In particular, student assessment is an integral part of the outcome-based approach to curriculum design and implementation. Accordingly, the implementation of valid and reliab!e assessment procedures is a centre piece 1 of outcomes-based education (OBE). The paradigm shift from the traditional curriculum to an OBE curriculum requires changes to be reflected in assessment practices. Thus, unless assessment is properly aligned with the curriculum reform and teaching, the desired changes in education will be extremely difficult, if not impossible, to realise. The current reform initiative in science education emphasizes the importance of teaching learners to be critical thinkers and problem solvers. Assessing whether learners understand basic science concepts and can use them to solve problems requires an approach very different from traditional tests that primarily measure the recall of isolated facts. As Rasool (1999: 177) points out: The traditional educational paradigm prevalent in schools is characterized by a heavily content-driven, teacher centered approach. Subjects are broken down in terms of rigidly defined syllabuses and tend to be knowledge focused rather than performance focused. While methodologies vary, the role of the teacher as a subject matter expert is largely that of provider of content. The following points are noted from the traditional curriculum: • Learners are often passive recipients of knowledge. • Emphasis is on memory, practice and rote learning. • Promotion of learners is based mainly on pencil and paper examinations. • Little or no emphasis is on creativity and the curriculum is overloaded with content; no attention is given to skill. • No emphasis on co-operative learning and discovery learning. • Competencies, knowledge and skills are not improved. 2 • Skills acquired outside school are regarded as inferior and largely not recognized (Department of Education, 1997: 27). In the new curriculum, the full scientific power of pupils is assessed. Students' performance is compared with established criteria"; students are viewed as active participants in the assessment process; assessment is regarded as continual and recursive. Overall, outcome-based assessment focuses on work done, assesses understanding and is motivational in nature (Lorraine, 1998: 58).

Submitted in partial fulfillment for the requirements of the Degree of Master of Education in the Department of Educational Planning & Administration in the Faculty of Education at the University of Zululand, 2000. / This study aims at evaluating the introduction and implementation of Curriculum 2005 in Grade 1 in a sample of South African schools. The researcher felt that educators in Grade 1 were not ready to implement Curriculum 2005. This research focused on two areas. It posed the following questions: □ To what extent were the Grade 1 teachers in the sample trained and supported to implement Curriculum 2005 effectively? □ According to the perceptions of Grade 1 educators in the sample, what are the positive and negative effects of Curriculum 2005? The literature focused mainly on five selected principles of Curriculum 2005, namely: outcomes based education, human resource development, learner centeredness, participatory management and non-discrimination. The study found that very little OBE material was supplied to schools in the sample and that even that material supplied was difficult to use and that the majority of the respondents stated that the training they received on OBE was inadequate. For those and other reasons, it was not feasible to implement Curriculum 2005 in the population in which the research was conducted. The recommendations flowing from the research included, inter alia, that a new Grade 1 syllabus should be constructed and how it should be constructed. The researcher suggests that a committee of seven to ten members comprising Grade 1 educators and Department representatives be formed to deliberate on the Grade 1 syllabus and to come up with the final syllabus, which would be used by all primary schools in KwaZulu-Natal. With regard to the provision of Grade 1 books, the researcher recommended that a committee comprising six Grade 1 educators plus one government official be formed to select books from which Grade 1 educators could choose. The distribution of books should not be left in the hands of the Department alone, but other relevant stakeholders should also participate. The researcher therefore recommends that distribution committees be formed from each district of the province, which should be made up of parents as well as staff members from the Department. The researcher further suggests that teachers should be thoroughly prepared by the Department to implement OBE. He suggests that courses or workshops be decentralized and conducted according to circuits. The researcher recommends that School Governing Bodies (SGBs) be trained in OBE. The researcher suggests that, preferably, OBE experts should train SGBs in a vernacular language. Lastly, the researcher recommends that more classrooms be erected and that the committee involving two educators and one official from the Department should draw up the strategy to liaise with the business community to ask for assistance. By so doing, the researcher believes that implementation problems of Curriculum 2005 will be rninimised.

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This study investigated teachers' perspectives of the digital interface used in the English Language Arts (ELA) Florida Standards Assessment (FSA) Practice Test. The ELA FSA is a high-stakes, standardized, computer-based test used to assess student, teacher, and school performance Prior research has focused on the validity of the test items as opposed to how the interface may affect the response process. Survey and focus group data were collected from teachers and instructional coaches in grades 3 to 8 in one Central Florida school district. Participants expressed that the ELA FSA interface is not user-friendly, along with the students not being familiar with the accompanying digital tools and awkward test navigation tools. Even familiar digital tools, such as the highlighting tool, are used in atypical ways. Students are also unable to use essential reading comprehension strategies they learn in school. Interpreting these findings through user-centered design principles, the test design is not consistent with students' prior experiences and allows users too much user control, leading to cognitive overload for students. These design choices may differentially affect test-takers' response processes, leading to questions about the validity and fairness of the ELA FSA. Recommendations are made to improve the design of the interface and for best practices to scaffold student success on the ELA FSA Practice Test through professional development for teachers.