61 |
The role of school management teams in curriculum change managementNdou, Nkhangweleni Florence 03 1900 (has links)
The study focused on the role of the school management team in curriculum change management. Apart from a literature review, an empirical investigation based on a qualitative research paradigm involving semi-structured individual and focus group interviews was used to collect data at three secondary schools in the Tshilamba circuit in Limpopo Province.
Literature findings revealed that although, in the first place, politically inclined the introduction of Curriculum 2005 was also steered by the socio-economic needs of the country.
Empirical findings elicited that although managing curriculum changes was a challenging effort on account of an initial and continuous lack of adequate training, the school management teams of the selected schools were acquainted with significant knowledge and skills on curriculum change management. This pertains to lesson plan management, supporting and monitoring educators, managing the school register and timetable and managing school finances to select teaching and learning resources. / Further Teacher Education / M. Ed. (Educational Management)
|
62 |
Opportunities and impediments in the implementation of environmental education within Curriculum 2005 : a Lusikisiki district case studyRuhinda, Bernadette 31 December 2004 (has links)
This study investigated the opportunities and impediments that were present in C2005 and which impacted on the implementation of environmental education in selected schools in the Lusikisiki District of the Eastern Cape Province.
The sample consisted of 12 learners from grade 2 to grade 7, 26 educators and 2 parents from 2 GET band schools. Two Department of Education Officials also formed part of the sample. Interviews were conducted and observations were made within the two schools to get an insight on the position and status of environmental education in the two schools.
The study's findings indicated that the position and status of environmental education in the two schools were low although all the stakeholders had a desire to see things improving.
The study puts forward some recommendations and review of environmental education implementation strategies. It also makes suggestions for further related investigation in this area. / Educational Studies / M.Ed(Environmental Education))
|
63 |
Evaluating the impact of the principles of the National curriculum statement on grade 10 Life OrientationSkosana, Petrus Sizani 11 1900 (has links)
Effective implementation of the principles of the National curriculum Statement (NCS) for Life Orientation has various requirements. Thus, with a specific focus on Life Orientation in grade 10, the study aimed at investigating various issues around the implementation of these principles. To this end, a mixed-methods approach was used. In the quantitative phase, questionnaires were used. In the qualitative phase, focus groups and interviews were used to collect data. Similar questions were asked in both phases. The sample was a group of 48 Life Orientation teachers from 48 secondary schools in the Gauteng West district. Ethical issues were considered. Techniques to ensure validity and reliability were also taken into account.
The results showed that, in general:
• the introduction of the NCS in Life Orientation had resulted in too much paperwork and administration for the teachers;
• the principles of the NCS had not helped to transform education from the apartheid era system of education to the present democratic system of education;
• the teachers were poorly trained with regard to implementing the principles of the NCS in the sense that there were not enough workshops and follow-up support provided;
• the principles of the NCS were not implemented at schools, among others because there were problems with the distribution of policies to the teachers via the school management;
• the implementation of the principles of the NCS did not make the envisaged impact on learner attitudes since the attitudes of many learners were often negative;
• the implementation of the principles of the NCS did not make the envisaged impact on learner respect for other cultures;
• the principles of the NCS did not have the ideal impact on morals, values and standards; or impact significantly on crime rate, learner pregnancy or disrespect at school; and• the principles of the NCS did not support learners well to acquire life skills.
• However, the principles of the NCS in Life Orientation were more successful with regards to helping address barriers to learning.
In line with the above, recommendations were made and the limitations of the study were pointed out. / Further Teacher Education / D. Ed. (Curriculum Studies)
|
64 |
The learning area life orientation within outcomes-based educationToddun, Susan 11 1900 (has links)
The introduction of Outcomes-Based Curriculum 2005, has meant that the
learning area of Life Orientation has undergone significant changes. These
changes encompass both the scope of the learning area of Life Orientation,
and the implementation of Life Orientation.
The aim of this investigation has been to examine the implications of
Outcomes-Based Curriculum 2005, for Life Orientation as well as to propose
a method of assisting this implementation. The training of facilitators has met
with mixed results and there is still confusion surrounding Curriculum 2005,
and the learning area of Life Orientation.
The development of an implementation model was therefore proposed and
developed to assist Life Orientation facilitators to make the transition from a
theoretical understanding to the practical implementation. The results of the
study determined that the facilitators were overwhelmingly in support of the
implementation model. They found it provided a logical and comprehensive
framework, which would be helpful in assisting them with planning their
learning programmes. In order to understand more fully the effectiveness of
the implementation model in the classroom reality, it will however be
necessary to undertake a study over a longer term with participating
facilitators.
A number of other issues also were investigated as part of this study. From
this it was determined that facilitators feel they require more training to
implement an Outcomes-Based appro'ach particularly with regard to
assessment. Facilitators have also not yet fully understood what constitutes
the learning area of Life Orientation, nor their tasks as a facilitator. / Psychology of Education / D. Ed. (Psychology of Education)
|
65 |
Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-AfrikaDreyer, Johannes Machiel 11 1900 (has links)
Summaries in English and Afrikaans / This study was undertaken because of the realisation that a new approach to
teacher education will have to be followed if teachers are to be empowered to teach
within the framework of the new educational dispensation, Curriculum 2005.
Because such a change implies a new curriculumfor teacher training there is a
need for research on how providers will have to adapttheir training approach and
curriculum to meet the challeng.es of Curriculum 2005.
In this study the development of a model for outcomes-based learning programme
design is undertaken.
To achieve this:
outcomes-based education systems in the USA, Australie, New Zealand, Canada
and England are investigated;
he unique model of outcomes-based education that is being implemented in Soutr
Africa is described and explained;
requirements for the training of teachers in the context of outcomes-based
education and Curriculum 2005 are identified and described;
a model for outcomes-based learning programme design is developed to serve as a
possible framework for the design of learning programmes for teaeher education for
outcomes-based education in South-Africa.
The study shows that outcomes-based teacher education has received only scant
attention in the rest of the world. It is also shown that the design of learning
programmes for outcomes-based education requires a somewhat different
approach than traditional curriculum design, where content play such a dominant
role.
A model for outcomes-based teacher.education is suggested to facilitate the
development of such programmes. It is hoped that the model will be of use and that
it will contribute to sensible learning programmes which will empower teachers to
function successfully in an outcomes-based education system. / Hierdie studie het ontstaan uit die besef dat 'n nuwe benadering tot
onderwysersopleiding gevolg sal moet word as onderwysers in staat gestel moet
word om die nuwe kurrikulum, Kurrikulum 2005, op uitkomste- gebaseerde wyse in
die praktyk te fasiliteer. Omdat so 'n verandering 'n nuwe kurrikulum impliseer is
daar 'n behoefte aan navorsing om te bepaal hoe onderwysersopleidingsinstansies
hul opleidingsbenadering en-kurrikulum moet aanpas om aan die eise van die
nuwe kurrikulum en die nuwe onderrigrnodel in Suid-Afrika te voldoen.
In hierdie studie is daar gepoog om 'n model vir uitkomste-gebaseerde leerprogramontwerp,
vir die·opleiding van Suid-Afrikaanse onderwysers te ontwikkel.
Om dit te kon regkry is:
'n ondersoek geloods na uitkomste-gebaseerde onderrigstelsels in die VSA,
Australie, Nieu-Zeeland, Kanada en Engeland;
die ontstaan en ontwikkeiing van die unieke model van uitkomste-gebaseerde
onderrig wat tans in Suid-Afrika geimplementeer word, beskryf en verklaar;
vereistes vir die opleiding van onderwysers geidentifiseer en beskryf binne die
konteks van 'n uitkomste-gebaseerde onderrigrnodel en Kurrikulum 2005;
'n model vir uitkomste-gebaseerde leerprogram ontwikkel wat as moontlike
raamwerk kan dien vir die ontwerp van leerprogramme vir opleiding van
onderwysers vir uitkomste-gebaseetde onderrig in Suid-Afrika.
Hierdie studie toon aan dat uitkomste-gebaseerde onderwysersopleiding nog weinig
aandag geniet het in die res van die wereld. Daar word ook aangetoon dat die
ontwerp van leerprogramme vir uitkomste-gebaseerde onderwysersopleiding 'n
ietwat ander benadering vereis as wat gegeld het in tradisionele kurrikulumontwerp,
waar inhoude so 'n dominante rol speel.
'n Model vir leerprogramontwerp vir uitkomste-gebaseerde onderwysersopleiding
word voorgestel om die ontwikkeling van sodanige programme te vergemaklik.
Daar word vertrou dat die model van waarde sal wees en daartoe sal meewerk dat
sinvolle leer-programme antwerp sal word wat onderwysers in staat sal stel om
suksesvol binne die stelsel van uitkomste-gebaseerde onderrig te funksioneer. / Teacher Education / D Ed. (Didactics)
|
66 |
Towards relevance in language teaching : an outcomes-based approachLombard, Ilse 06 1900 (has links)
Chapter one of this study outlines some of the problems encountered in education today, with
particular reference to the 'relevance gap'. This is taken to mean that the education which learners
receive does not adequately prepare them for life, i.e. academic life, social life and their later
career. The South African scenario is described briefly, with the focus on English language
teaching and learning. The importance of English language skills is underlined. This chapter also
includes a discussion on the writer's awareness of the problem, the research proposal, aims and
method of the study plus a definition of terms.
The next chapter argues that the curriculum is at the centre of the education endeavour and
indicates that a relevant curriculum is one that (a) is dynamic, (b) focuses on the learner, (c)
considers the context within which and for which the learning takes place and (d) includes all the
relevant role-players and stakeholders in its design and development. A set of guidelines for
developing and implementing a relevant curriculum, are then suggested based on this assumption.
This is followed by a description of the traditional curriculum model, as proposed by Robert Zais
(1976), and the outcomes-based approach to curriculum design, development and implementation
proposed by William Spady (1993). The latter formed the basis for the development of
Curriculum 2005 currently being implemented in South Africa. This section serves to illustrate the
differences between these two approaches with regard to the principles underlying the approaches
and the elements which determine the structure of the curriculum.
In chapter four the researcher attempts to evaluate the traditional curriculum and the outcomesbased
approach descn"bed in Chapter 3 on the basis of the guidelines for a relevant curriculum
outlined previously, i.e. to what degree do these two models satisfy the need for:
* a dynamic curriculum which is true to life and responsive to changes within society;
* a focus on learner needs and aptitudes;
* a careful consideration of the context within which and for which the learning is taking place;
and
* the inclusion of the relevant stakeholders and role-players in its design, development and
implementation. / Curriculum and Instructional Studies / M. Ed. (Didactics).
|
67 |
Technology education and curriculum 2005 : staff development through INSETMaluleka, Jan Khazamula 08 1900 (has links)
Curriculum 2005 together with its learning areas has been introduced in South Africa in
1998. All learning areas, except Technology Learning Area, are not new. Technology is
growing so rapidly that it gives so many challenges to people. These challenges include
making technology part of our curriculum, formulating and adapting technological solutions
to problems people may experience. We have to ask ourselves what technology or
Technology Education means. Therefore, this study provides the meaning and the rationale
for Technology Education in our curriculum. This study also attempts to shed light on the
form of training educators should attend for Technology Education.
Although there are different methods of training, for example PRESET and INSET, this
study concentrates on various forms of INSET. INSET is chosen because it is a means
through which the present need for Technology Education educators can be solved. The
percentage of educators involved in part-time study will increase in relation to the number in
full-time education. The closing down of some of colleges of education in South Africa
reduces the use of PRESET and increases INSET as a means of educator training. The
advantages of using INSET instead of PRESET are provided in this study.
The National Teacher Audit of 1995 has shown that the quality of INSET in South Africa is
poor. In addition, it seems the present ad hoc way of running INSET will not cope with
challenges of training educators for Curriculum 2005 and Technology Education. Normally,
INSET is the prime strategy for addressing problems in PRESET. Unfortunately, INSET has
to train educators for Technology Education (Technology Learning Area) which was never
touched by PRESET before. For this reason, this study provides an INSET model, guidelines
and recommendations to make the suggested model of INSET work successfully. / Educational Studies / M. Ed. (Comparative Education)
|
68 |
Impact of curriculum changes on primary school teachers in Seshego Circuit, Limpopo ProvinceMaimela, Hlekani Selinah 01 1900 (has links)
This research explores the impact of curriculum changes on primary school teachers at Seshego Circuit, Limpopo Province. It focuses on issues that influence teachers implementing curriculum changes. Impact of curriculum changes was examined. Principals and teachers were the respondents. The study confirmed several consequences of curriculum change. In-service training is recommended to assist the necessary adjustments to curriculum changes. Sufficient time for training is required to avoid covering an excessive amount of work during too short a time. This results in confusion and discontent. Training enables teachers to feel confident and competent. Their task becomes rewarding for them. Curriculum changes are intended for the benefit of learners and teachers. Teachers should not be discouraged when they encounter some of the more challenging impacts of curriculum changes. Attitudes should also be motivated in subjects such as Mathematics. The Department of Education is exhorted to support and guide its teachers to become a force for the greater good of South Africa. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)
|
69 |
Perceptions and knowledge regarding indigenous knowledge and environmental education in the Natural Science curriculumSamuels, Kinsa Gita 31 December 2003 (has links)
Human activities that involve interactions amongst three players i.e. nature, humans and technology, continue to impact negatively on the Earth's biosphere.
The impact is tremendous: consumption of resources at an unsustainable level leading to rapid loss of natural resources and biodiversity. The plea to reverse this negative trend is as valid now as it were many years ago.
While some progress has been made to develop strategies to wisely manage and protect the Earth's resources, the state of the environment is still fragile. Strategies are far from satisfactory: hence the grounds for a new commitment in a manner best suited to a country's needs and resources. In recent years, research in indigenous knowledge systems has been pursued in an attempt to develop a deeper understanding of its complex linkages with the environment. Incorporating some of these linkages in the science curricula provides opportunities for learners to make informed choices to address individual and society's needs by extracting relevant elements from Western science and indigenous knowledge systems.
This research focuses on the use of indigenous knowledge in science education offered to grade eight and nine learners in South African schools. As part of this education, science curricula, teaching methodologies and resources therefore should be developed in response to the changing needs of learners and their communities.
A close look at the natural science learning area of Curriculum 2005 shows that the South African curriculum developers have under-used indigenous knowledge in the teaching and learning of science at school level. The conceptualization of an inclusive and just science education has been evaded.
Perceptions elicited from a small group of academics, well versed in IK, indicate that the majority of South African science teachers will embrace the inclusion of indigenous knowledge in the natural science learning area but will require significant assistance from the Department of Education. The key to deal with this daunting task is for the relevant role players to establish partnerships with the knowers and holders of indigenous knowledge and to operate in a neutral, noble and altruistic manner and that in itself in the present context is highly problematic. / Educational Studies / Thesis (D. Ed.)
|
70 |
The role of school management teams in curriculum change managementNdou, Nkhangweleni Florence 03 1900 (has links)
The study focused on the role of the school management team in curriculum change management. Apart from a literature review, an empirical investigation based on a qualitative research paradigm involving semi-structured individual and focus group interviews was used to collect data at three secondary schools in the Tshilamba circuit in Limpopo Province.
Literature findings revealed that although, in the first place, politically inclined the introduction of Curriculum 2005 was also steered by the socio-economic needs of the country.
Empirical findings elicited that although managing curriculum changes was a challenging effort on account of an initial and continuous lack of adequate training, the school management teams of the selected schools were acquainted with significant knowledge and skills on curriculum change management. This pertains to lesson plan management, supporting and monitoring educators, managing the school register and timetable and managing school finances to select teaching and learning resources. / Further Teacher Education / M. Ed. (Educational Management)
|
Page generated in 0.059 seconds