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.

Student Number : 9110316P - M Ed research report - School of Education - Faculty of Humanities / This study seeks to establish if teaching Grade 7 Algebra accords with Outcomes Based Education [OBE] in a sample of three state primary schools in a province, South Africa. Following the methods of illuminative evaluation the researcher looked for ‘matches’ and ‘mismatches’ between what was planned in an OBE text with what ‘actually happens’ in classroom teaching to gauge if the shift to outcomes has taken place in teaching Mathematics in these schools, and make recommendations to improve. Data was collected using document analysis to establish how percentages was planned to be taught by teachers and using naturalistic observations with follow-up probing interviews to establish how this teaching actually took place in classrooms. The data was checked by questionnaire data seeking the views of educators doing this teaching. The data showed 5 Patterns in this teaching, one only according with planned OBE teaching, 2 other Patters where teaching was more-or-less as intended, and 2 further Patterns where teaching failed to accord with the OBE text. Just over half the teachers or 58% of the sample seemed to have shifted to OBE, and less than half or 42% of educators seem not to have done so. Primary amongst the findings is that educators failed to teach Mathematics conceptually first as planned, preferring in a variety of ways to omit conceptual explanations by way of introduction to lessons in favour of ‘guiding examples’, ‘group work’ and ‘report back’, ‘teacher and learner assessment’ and ‘concluding exercises’, the six categories which emerged for teaching in these lessons. The study recommends primarily that educators re-claim teaching Mathematics conceptually first, and prior to completing examples and giving exercises to learners. It concludes that fewer educators than expected seem to have shifted towards OBE teaching in these Mathematics classrooms, 6 years into the national innovation, C 2005.

<p>Examensarbetet handlar om berättartraditioner i Sydafrika och om hur lärarna, i en skola i Sydafrika, använder sig av sagor i sin undervisning. För att förstå hur de lever, i en före detta kåkstad i Sydafrika, och hur ursprungsbefolkningens skolsituation ser ut har jag även skrivit om Sydafrikas historia och om skolans utveckling där. Intervjuer och observationer har gjorts med lärarna på deras skola i Sydafrika.</p><p>Resultatet av undersökningen visar att samtliga, av de fyra lärarna, använder sig av sagor i skolan. I de lägre klasserna berättar lärarna sagor från deras egen kultur medan de bland de äldre barnen även läser konstsagor. Många av de afrikanska sagorna är fabler. Lärarna anser att det är viktigt med sagor i skolan, för att det är en del av deras kulturarv, och för att man genom generationer har använt sig av sagor för att bilda och uppfostra barnen.</p><p>Nyckelord</p><p>Berättartraditioner</p><p>Curriculum 2005</p><p>Sagor</p><p>Sydafrika</p> / <p>This is a paper about traditions of storytelling in South Africa and how the teachers in a school in South Africa use storytelling in their teaching. To understand how they live in a former shanty town in South Africa and what their school situation is like I have also written about South African history and about the school development for the African people. Interviews with teachers and classroom observations have been carried out in their school in South Africa.</p><p>The result of the study shows that all four teachers use storytelling in school. The teachers in the lower classes tell mostly traditional African stories and when the pupils get older the teachers also use stories with known authors. Many of the African stories are fabels. The teachers think that storytelling in school is important because it is a part of the culture passed on through the generations and because stories have long been used in educating and bringing up their children.</p><p>Keywords</p><p>Curriculum 2005</p><p>South Africa</p><p>Storytelling</p><p>Traditions of storytelling</p>

Examensarbetet handlar om berättartraditioner i Sydafrika och om hur lärarna, i en skola i Sydafrika, använder sig av sagor i sin undervisning. För att förstå hur de lever, i en före detta kåkstad i Sydafrika, och hur ursprungsbefolkningens skolsituation ser ut har jag även skrivit om Sydafrikas historia och om skolans utveckling där. Intervjuer och observationer har gjorts med lärarna på deras skola i Sydafrika. Resultatet av undersökningen visar att samtliga, av de fyra lärarna, använder sig av sagor i skolan. I de lägre klasserna berättar lärarna sagor från deras egen kultur medan de bland de äldre barnen även läser konstsagor. Många av de afrikanska sagorna är fabler. Lärarna anser att det är viktigt med sagor i skolan, för att det är en del av deras kulturarv, och för att man genom generationer har använt sig av sagor för att bilda och uppfostra barnen. Nyckelord Berättartraditioner Curriculum 2005 Sagor Sydafrika / This is a paper about traditions of storytelling in South Africa and how the teachers in a school in South Africa use storytelling in their teaching. To understand how they live in a former shanty town in South Africa and what their school situation is like I have also written about South African history and about the school development for the African people. Interviews with teachers and classroom observations have been carried out in their school in South Africa. The result of the study shows that all four teachers use storytelling in school. The teachers in the lower classes tell mostly traditional African stories and when the pupils get older the teachers also use stories with known authors. Many of the African stories are fabels. The teachers think that storytelling in school is important because it is a part of the culture passed on through the generations and because stories have long been used in educating and bringing up their children. Keywords Curriculum 2005 South Africa Storytelling Traditions of storytelling

Thesis (M.ED.) --University of Limpopo, 2006 / South Africa chose an Outcomes-Based Education approach to underpin the new education system called Curriculum 2005, which was later reviewed to become the Revised National Curriculum Statement. This became policy and it was delivered to schools for educators to apply in their learning programmes work schedules and lesson plans. This study focuses on the lesson plan as a tool to be used by individual educators. Although the other curriculum development steps cannot be ignored, the empirical study of this investigation will be on lesson planning. The empirical study investigates the problems experienced by educators in planning Social Sciences lessons and uses them as tools to achieve the learning outcomes at senior Phase level. In order to find possible solutions to problems experienced by educators in the Department of Education, the following questions were constructed for investigation: • What is the structure of a lesson plan in the Social Sciences learning area? • How have educators changed their ways of planning lessons from the old to the new system? • What are the problems experienced by educators in the planning and use of Social Sciences lessons? The above questions guided this study to yield the following results: • The majority of educators does not know and understand how to plan by using learning outcomes in the lesson plan structure. It is not only with learning outcomes but even the use of other elements of a lesson plan structure makes planning difficult for educators. • Most educators are resistant to change from the old to the new ways of planning lessons. In some cases, educators start by implementing the curriculum without a well written, structured lesson plan because of delays in the delivery of policy documents to schools, workshops which do not address classroom issues but emphasize the design features without relating them to the Social Sciences learning area specifics. ii • The majority of educators experience problems in planning Social Sciences lessons because they were not trained in the revised National Curriculum Statement, because of being in excess. They are not taken for training and are frequently not enthusiastic to implement what they have learnt from Outcomes- Based Education workshops in the classroom because they fear failure due to a lack of managerial intervention for support, guidance and follow-ups. The recommendations of this study were guided by the findings of the empirical results.

Thesis (M.A) (Education)--University of Limpopo,2006 / The democratically elected government of South African produced probably the best constitution in the world. The introduction of the new South African national curriculum, curriculum 2005, in 1997 was accompanied by high expectations for both educational and social transformation. Curriculum 2005is probably the most significant curriculum reform in South African education of the last century. Deliberately intended to simultaneously overturn the legacy of apartheid education. It was an innovation both bold and revolutionary in the magnitude of conception. (Review committee on c2005, 2000:09) Eight years later, however, it is recognized that many of these goals were undermined by a flawed implementation processes. Implementations in schools failed due to a series of factors. This study focused purely on inadequate training and development of principals to manage curriculum change. Managing curriculum change within schools involves the entire staffs who negotiate in conceptual framework that guide curriculum programs. Principals need to understand curriculum development in order to manage curriculum change effort during the complex process of transformation in our country. Principals must inspire confidence and trust among educators for successful curriculum change. If there is no substantive change in the content with direct classroom instruction, what is the purpose of changing the curriculum? Change in society is occurring. The responsibility to address the needs created by change lies at the door of principals who must effectively mange curriculum in schools. The result of this study clearly indicates that intention to manage curriculum effectively could offer significant improvement in the successful implementation of curriculum change efforts. / Not listed

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study examines the understandings of twenty-eight teachers in primary schools in Atteridgeville and Saulsville in South Africa with regard to outcome-based education and how their understanding influences the manner in which they implemented Curriculum 2005 (OBE) policy initiative which the South African government mandated for implementation in 1997. Four major findings emerged from this study. First, the majority of the teachers in the study supported the implementation of Curriculum 2005. Second, teachers had varying levels of understanding of the Curriculum 2005 policy. Third, teachers lacked preparation for implementation because comprehensive staff development opportunities were not available. Fourth, structural problems relative to fiscal resources and a flawed policy development process hindered teachers' understanding and implementation of Curriculum 2005. The findings revealed there is great teacher support for the implementation of Curriculum 2005 (OBE). The teachers believed Curriculum 2005 (OBE) has the potential of changing policy direction in education for the black majority students who received a poor quality of education prior to its implementation. The findings also revealed that teachers' varying levels of understanding of the Curriculum 2005 policy initiative are due to a lack of (a) quality teacher preparation, (b) effective staff development, (c) financial resources, and (d) effective policy development and implementation. These findings partly explain the teachers lack of understanding of Curriculum 2005 (OBE) and their failure to implement it. Two major conclusions were drawn from this study. First, the variations in the levels of support and understanding of Curriculum 2005 (OBE) among primary school teachers in Atteridgeville and Saulsville resulted mainly from a lack of quality teacher preparation before the introduction of Curriculum 2005 (OBE) and effective staff development during the implementation of Curriculum 2005 (OBE). / 2031-01-01

Tile research focuses on the role played by the school in preraring learners for self-employment. It seeks to establish the extent to which entrepreneurial knowledge, skills and attitudes are being promoted ai school thus equipping learners for ihe world of business once they leave school. The study is undertaken ag~i the background of very high mte of unemployment currently facing South Africa. A nmnber of factors, such as high population growth, globalisation and a variety of other socio-political circlUllStance have resulted in the shrinkage of job opportunities in the formal sector of the economy. The unemployment problem mostly affects the rural schoolleavers, among other groups, in the community. Small bu.'$ine.<Js development is generally seen as the most promising solution to the unemployment problem. Preparing learners for entrepreneurship is therefore the most serious challenge facing schools today. The school is required to deliver the kind of education that will make it possible for learners to start and develop their own businesses once they leave school. Hence the quest for education that is relevant to the needs and aspirations of society. A qualitative study undertaken with rural schoolleavers who own small businesses reveals that the school has not yet taken delibemte steps to tester entrepreneurship among learners thus preparing them for self-employment when they leave school. Again it bas been demonstrated that schools have great potential to inculcate entrepreneurial knowledge, attitudes and skills once they can start working in close co-operation with the community. A shift from traditional approaches to teaching and learning to the progressive (entrepreneurial) approaches can contribute greatly in producing learners who are ready fbr life as independent, creative and influencial business leaders of the future. / Educational Studies / D.Ed. (Comparative Education)

This study focuses on the concept of Active Learning (AL) and the related concept Active Leamer Participation (ALP) as it features in the Literacy Learning Programme of the Foundation Phase of Curriculum 2005. The aim of the action research project, conducted at four schools in the Durban district of K waZulu- Natal, was to find a model of AL in order to provide guidance on teaching for ALP. The study involved the researcher working collaboratively with five Foundation Phase educators over a period of four months. Results of the study indicated that teaching in the sequential stages of classbuilding and teambuilding, whole class discussion, group work and individual work increases learners' active participation and ownership in terms of the learning experience. These stages form the model of active learning. Due to the spirit of camaraderie and partnership that developed in each stage, the research team is inclined to call it "The Tirisano Model of Active Learning". / Educational Studies / M. Ed. (Didactics)

On the 30 July 1996, the Department of Education launched a national curriculum process. Included in this process was the establishment of an outcomes-based education (OBE) system. This research reflects how selected South African teachers responded to the implementation of an outcomes-based education curriculum, at the onset of 1998. The research also reflects the perspectives of individuals whose task it is to design the new curriculum. The research is housed in an interpretative paradigm and has a qualitative perspective to it, in that it is primarily concerned with understanding the individual teacher’s perspective and experience of outcomes-based education. The case study research method is used, with interviews and questionnaires as the data gathering methods. The research reveals teachers’ understanding of OBE, as well as their concerns and aspirations of an outcomes-based curriculum. A number of recommendations are made to aid teachers and curriculum developers during this time of curriculum change.