In the nineteen years of South Africa’s democracy, its education system, as a vehicle for political, economic and social reform, has been characterised by transformation and change. Educators, as policy implementers, have been integral to that process. For the educators at the school selected for this study, changes have included, among others, frequent curriculum revision; a different approach to assessment; changes in school management as well as making a transition from a mainstream to a full service school, focused on the inclusion of learners who experience mild to moderate barriers to learning. Against this background the purpose of this study was to explore the subjective experience of educators in this particular school, and the subsequent impact that aspects of curriculum change and educational reform may have had on them; then secondly to put practices in place that would enable them to positively embrace new ideas, create knowledge and share ideas as educators. The study was conducted with 21 educators at a full service school. The research findings show them to be overloaded with administrative tasks as pressure is put on them to present evidence of their competence and functionality; many of them were tired, confused or angry. They felt rushed and obligated to implement a curriculum that they perceive to compromise effective teaching and learning; and ultimately, the learners. / Psychology of Education / M. Ed. (Guidance and Counselling)

The central aim of this study was to investigatethe role of principals in the implementation of polytechnic curriculum effectiveness strategy (PCS) in Zimbabwe. The specific objectives of the study were to: determine and evaluate the role and strategic leadership skills of polytechnic principals in the development of PCS, understand the challenges faced by polytechnic principals in the development and implementation of PCS, investigate the extent to which principals provide lecturers with opportunities to enhance their teaching skills through professional development and derive a suitable model to be used in drafting and implementing PCS. The main research question which this study sought to answer was, „What is the role played by strategic leadership in the implementation of polytechnic curriculum effectiveness strategy?‟ In an attempt to realise that end, a mixed method research design was used to collect data, making use of questionnaires and interviews. The participants included 5 polytechnic principals, 123 lecturers, 77 students and 9 company training managers. The participants were selected through purposive, stratified and simple random sampling techniques drawn from five polytechnics selected for the study. The findings suggest that most polytechnic principals are rendered ineffective in implementing the PCS. Though the principals have a sound theoretical knowledge of their roles, they however experience a litany of practical impediments. These barriers include, inter alia, lack of curricula knowledge in the currere approach, action research, Basil Bernstein‟s and Paulo Freire‟s pedagogical discourses and reconceptualisation of curriculum, shortage of relevant instructional resources and poorly evaluated polytechnic curriculum, low level of staff incentive, training and development. Two systemic impediments in the principals‟ role of implementing PCS are: lack of autonomy in crafting and implementing PCS and lack consensus between Curriculum Research and Development Unit (CRADU) and National Manpower Advisory Council (NAMACO) in crafting policies on curriculum standards. / Educational Management and Leadership / D. Ed. (Education Management)

Thesis (M.Tech.: Entrepreneurship)-Dept. of Entrepreneurial Studies, Durban Institute of Technology, 2004 viii, 102 leaves / The study examined the perceptions of the Eastern Cape Technikon (ECT) Department of Electrical Engineering (DEE) learners on entrepreneurship education as part of their curriculum, their learning styles and learning approaches. This was important in order for the researcher to devise teaching approaches and materials that would suit their learning styles and approaches. The study was therefore based on the assumption that changing from traditional to innovative learning and teaching approaches would motivate and better prepare learners to become entrepreneurs.

The study serves to explore teachers’ enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools. The data was collected by means of semi-structured individual interviews. The respondents were grade 11 teachers whose schools were chosen by the researcher because all the respondents had undergone a week long CAPS training. The study adopted a qualitative approach therefore a purposive non-probability sampling strategy was used to select the sample. The collected data from the respondents was analysed qualitatively and recommendations based on the research findings were made. In a nutshell, the teachers’ enactment of CAPS still remains a tall order for the South African teacher but with sufficient support and encouragement to the teacher from all stakeholders it can become a success story. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Thesis (MEd) -- Stellenbosch University, 2012. / ENGLISH ABSTRACT: In December 1998 the Assessment Policy in the General Education and Training Band, grades R to 9 and ABET was introduced by the Department of Education. According tot the principles of Outcomes Based Education (OBE) the previous system of mainly test-based summative evaluations was replaced by a number of cumulative assessments. The principle of automatic promotion, which stipulates that a learner should ideally progress with his or her age cohort, is endorsed by this policy. Despite various other promotion and progression policies which have been implemented since then, this principle of automatic promotion still stands. In this study I explore some of the implications of the present promotion policy, the National Policy on Assessment and Qualifications for Schools in the GET Band for epistemological access to quality education. In my literature study I put the development of the promotion policy in historical perspective. Making use of the interpretive framework, I conduct a qualitative study and I interview three educators in an attempt to get an understanding of their experience of the implications of the policy. I also study the promotion schedules of one school in order to estimate the number of learners who have been automatically promoted and to investigate the degree in which they answer to the demands of the curriculum. I will argue that the National Policy on Assessment and Qualifications for Schools in the GET Band does not necessarily contribute to the vision of the Education Department of “equal access to lifelong education and training opportunities which will contribute towards improving the quality of life and build a peaceful, prosperous and democratic society” as stated in the South African Schools Act of 1996. The principles of equity, access and redress are not necessarily supported by the promotion policy. I reach the conclusion that, despite the advantages it holds for formal access to education, the National Policy on Assessment and Qualifications for Schools experiences some difficulty in delivering quality education in the GET phase. It is often contradictory to the strive for quality education due to the lack of epistemological access it provides, not only for learners who repeat or who were automatically promoted, but also for the more advanced learner. / AFRIKAANSE OPSOMMING: In Desember 1998 is die Assessment Policy in the General Education and Training Band, grades R to 9 and ABET, deur die Departement van Onderwys bekend gestel. In lyn met die beginsels van Uitkomsgebaseerde Onderwys (UGO) is „n stelsel van deurlopende assessering ingestel wat die plek moes inneem van hoofsaaklik summatiewe toetsgebaseerde assessering. Die beginsel van outomatiese bevordering waarvolgens leerders hoofsaaklik volgens hul ouderdomskohort moet vorder, is ook hierin vervat. Sedertdien is hierdie bevorderingsbeleid vervang deur verskeie ander, maar die beginsel van outomatiese bevordering tot en met graad 8 bly „n kernelement van al hierdie bevorderingsbeleide. In hierdie studie ondersoek ek enkele implikasies wat die huidige bevorderingsbeleid, die Nasionale Beleid op Assesserings en Kwalifikasies vir Skole in die Algemene Onderwys- en Opleidingsband (NBAK) inhou vir epistemologiese toegang tot kwaliteit onderrig. In my literatuurstudie plaas ek die ontwikkeling van die bevorderingsbeleid in historiese perspektief. Binne die interpretiewe raamwerk doen ek „n kwalitatiewe ondersoek en voer onderhoude met drie onderwysers om hul ervaring van die implikasies van die beleid te verstaan. Ek ondersoek ook die bevorderingskedules van een skool om sodoende „n idee van die omvang van leerders wat outomaties bevorder word, asook die mate waartoe hulle bybly by die eise van die kurrikulum, te bepaal. Ek argumenteer dat die NBAK nie noodwendig bydra tot die onderwysdepartement se visie van “equal access to lifelong education and training opportunities which will contribute towards improving the quality of life and build a peaceful, prosperous and democratic society” soos vervat in die Suid-Afrikaanse Skolewet van 1996 nie. Die beginsels van geregtigheid (equity), toegang (access) en herstel (redress) word nie noodwendig deur die NBAK ondersteun nie en ek kom tot die gevolgtrekking dat, ten spyte van die voordele wat die NBAK vir formele toegang tot onderwys inhou, die NBAK probleme het met die lewering van kwaliteit onderrig in die AOO-band. Inteendeel, dit is dikwels teenstrydig met die strewe na die lewering van kwaliteit onderrig as gevolg van die gebrekkige epistemologiese toegang wat dit voorsien, nie net vir herhalers en vir leerders wat outomaties bevorder is nie, maar ook vir die skrander leerders.

Thesis (MEd) -- Stellenbosch University, 2005. / ENGLISH ABSTRACT: One of the major features of educational transformation in Namibia revolves around the democratisation of education. However, despite various endeavours by the government to transform the education system in an effort to provide quality education, there remain many challenges to the delivery of urgently needed quality education. This thesis seeks to explore how democratic education can possibly contribute towards eliminating identified challenges. My contention is that the promulgation of the education policy document "Toward Education for All" of 1993 was meant to bring about changes in the Namibian education system. However, the promulgation of this policy does not imply the effective implementation thereof. / AFRIKAANSE OPSOMMING: Een van die belangrikste kenmerke van onderwystransformasie in Namibie is die demokratisering van die onderwys. Ten spyte van verskeie pogings deur die regering om die onderwysstelsel te transformeer in 'n poging om gehalteonderwys te verseker, is daar steeds baie uitdagings met betrekking tot die lewering van dringend nodige gehalteonderwys. Hierdie tesis ondersoek hoe demokratiese onderwys moontlik daartoe kan bydra om die uitdagings soos gerdentifiseer die hoof te bied. Die skrywer is daarvan oortuig dat daar met die bekendmaking van die onderwysbeleidsdokument, Toward Education for All (1993), bedoel word om veranderinge in die Namibiese onderwysstelsel teweeg te bring. Die openbaarmaking van hierdie beleid impliseer egter nie die effektiewe implementering daarvan nie.

published_or_final_version / Education / Doctoral / Doctor of Education

This research is an attempt to determine the extent to which the Recognition of Prior Learning (RPL) in higher education promotes social transformation. Through analysing the case study of the University of the Western Cape (UWC) RPL programme, some conclusions on this matter were drawn. This research, a qualitative study, analyses key official documents, institutional reports, learning portfolios - produced by RPL candidates wherin they narrated their autobiographical learning histories - extensively. In addition, qualitative data were incorporated into this study to assist in the construction of the context within which RPL is being offered ...

(D. Ed. (Didactics))

Improving Grade 12 learner performance is a critical issue because only a few learners are able to go to university. Grade 8 learners lack the required subject content knowledge to be in secondary school. The aim of this study was to identify key generic curriculum factors affecting Grade 12 learner performance. The aim was addressed by conducting the relevant literature study and an empirical investigation. In various studies, the implementation of the Curriculum and Assessment Policy Statement (CAPS) has been associated with tremendous challenges, including content congestion, workload, too much paperwork, too much assessment and limited time. There are ongoing expressions of uncertainty about the type of learners the CAPS is producing. Many of these learners do not understand English, cannot read or write, do not care about their education, are not doing their homework and are ill-disciplined. Against this backdrop of uncertainty, this study offers a critical reflection of key curriculum factors affecting learners’ performance. This multiple case study was undertaken using semi-structured individual interviews with 12 Heads of Departments, which were conducted to explore their perceptions and experiences regarding the CAPS. Six focus group interviews with teachers were also conducted to provide an in-depth understanding of their views. The findings of the study offer a deeper understanding of the key generic curriculum factors affecting learner performance which require a special intervention at foundation phase to ensure that primary school learners are prepared for Grade 12. It is envisaged that the research findings will assist the Department of Basic Education with decisions relating to improving learners’ performance. The study recommends that involving as many experienced teachers as possible in the curriculum design will have a positive impact on learner performance. It is recommended that the Department of Basic Education should reduce the number of subjects at secondary school level; align time allocated to complete the syllabus with the Annual Teaching Plan; replace School-Based Assessments with tests; conduct an exit examination at the end of every phase; identify one prescribed textbook for each subject; encourage top performing students to become teachers; and make teaching a high-status profession. Experienced teachers should be given an opportunity to design the curriculum because they understand the challenges facing the education system. The Department of Basic Education should minimise changes to the curriculum because the teachers work better with what they know. iv The study concluded that the first 30 minutes of each day should be an English period to enhance reading skills; learners should be given an opportunity to choose subjects from Grade 8 not from Grade 10; the pass rate should be raised to 50% for all the subjects; Life Orientation should be done only up to Grade 7; more Further Education and Training colleges should be opened so that learners can be directed accordingly if they cannot cope in a mainstream school; progression and adjustment of marks should be stopped; more teacher training colleges should be opened; more and better resources at all under-resourced schools must be provided; each school should have a full-time psychologist on staff; and learners should be motivated regularly by educated or successful community members. / Dit is noodsaaklik om die prestasie van Graad 12-leerlinge te verbeter aangesien weinig van hulle aan ʼn universiteit verder kan studeer. Graad 8-leerders beskik nie oor die vakkennis wat op hoërskool van hulle verwag word nie. Die oogmerk van hierdie studie was om vas te stel watter betekenisvolle generiese kurrikulumfaktore die prestasie van Graad 12-leerders bepaal. ʼn Literatuurstudie en empiriese ondersoek is met die oog hierop gedoen. Volgens verskeie studies bring die implementering van die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) geweldige uitdagings mee waaronder die vertering van lesinhoud, ʼn groot werklas, te veel papierwerk, te veel assessering en te min tyd. Bedenkinge word gereeld uitgespreek oor die soort leerder wat die KABV tot gevolg het. Talle leerders verstaan nie Engels nie, kan nie lees of skryf nie, is nie oor hulle eie opvoeding besorg nie, doen nie hulle huiswerk nie, en is ongehoorsaam. Hierdie studie besin krities oor die betekenisvolle kurrikulumfaktore wat leerders se prestasie beïnvloed. In hierdie meervoudige gevallestudie is halfgestruktureerde onderhoude met 12 departementshoofde gevoer. Hulle perspepsie en ervaring van die KABV is in die onderhoude verken. Ses fokusgroeponderhoude is met onderwysers gevoer om hulle siening daarvan te verkry. Die bevindings van die studie bied ʼn grondige insig in die betekenisvolle generiese kurrikulumfaktore wat leerderprestasie beïnvloed. Dit vereis ingryping in die grondslagfase om laerskoolleerders vir hoërskool en uiteindelik Graad 12 gereed te kry. Op grond van hierdie bevindings kan die Departement van Basiese Onderwys veranderings aanbring wat die prestasie van leerders kan verbeter. Die studie beveel aan dat soveel ervare onderwysers as moontlik by die kurrikulumontwerp betrek word. Dit sal leerdersprestasie verbeter. Daar word voorts aanbeveel dat die Departement van Basiese Onderwys die aantal hoërskoolvakke verminder; die tydperk waarin die sillabus afgehandel word, met die jaarlikse onderrigplan in ooreenstemming bring; vii skoolassessering met toetse vervang; leerders aan die einde van elke fase ʼn uitgangseksamen laat skryf; een handboek vir elke vak voorskryf; skrander studente aanmoedig om onderwysers te word; en die aansien van die onderwysberoep verhoog. Ervare onderwysers moet aan die opstel van die kurrikulum meewerk omdat hulle die struikelblokke in die onderwysstelsel die beste begryp. Die Departement van Basiese Onderwys moet minder aan die kurrikulum torring aangesien onderwysers beter werk met dinge wat hulle ken. Die slotsom waartoe in hierdie studie gekom word, is dat die eerste 30 minute van elke skooldag ʼn Engelse periode moet wees waarin leerders hulle leesvaardighede verbeter. Leerders moet reeds in Graad 8 vakke kan kies, nie eers in Graad 10 nie. Die slaagpunt moet in alle vakke 50% wees. Lewensoriëntering moet slegs tot Graad 7 aangebied word. Leerders wat nie in ʼn hoofstroomskool die mas opkom nie, moet aan kolleges vir verdere onderwys en opleiding verder kan leer. Punte moenie opgeskuif word nie. Meer onderwyseropleidingskolleges moet geopen word. Skole met beperkte hulpbronne moet van meer en beter hulpmiddels voorsien word. ʼn Voltydse sielkundige moet by elke skool aangestel word, en suksesvolle en opgevoede gemeenskapslede moet leerders gereeld motiveer. / Kaonafatšo ya mašomelo a Kreite ya 12 ke ntlha ya bohlokwa ka ge baithuti ba mmalwa ba kgona go ya yunibesithi. Baithuti ba Kreiti ya 8 ba hloka tsebo ya diteng tša thuto yeo e nyakwaga ke baithuti ba dikolo tše di phagamego. Nepo ya thuto ye ke go hlaola dintlhakakaretšo tša kharikhulamo ya go ama mašomelo a moithuti wa Kreite ya 12. Maikemišetšo a a rarollotšwe ka go dira thuto ya dingwalwa le dinyakišišo tša thuto. Ka go dithuto tša go fapana, phethagatšo ya Setatamente sa Pholisi ya Kharikhulamo le Tekolo (CAPS) e amana le mathata a magolo,a go akaretša pitlagano, tšhomišo ye ntši ya pampiri, tekolo ye ntši, le nako ye nnyane. Go na le ditšweletšo tše dintši tša go se kgotsofale ka ga mohuta wa baithuti bao CAPS e ba tšweletšago. Bontši bja baithuti ba ga ba kwešiše Seisemane; ga ba kgone go bala goba go ngwala; ga ba na taba le thuto ya bona; ba ba dire mošomo wa bona wa gae; ga ba na mekgwa ye mebotse. Ke ka lebaka la tšweletšo ye ya go se be le nnete, thuto ye e tšweletša taetšo ya bohlokwa ka ga dintlha tša bohlokwa tša kharikhulamo tšeo di amago mašomelo a baithuti. Thutophatišišo ye e swanetše go dirwa go šomišwa ditherišano tša go hlangwa gannyane le Dihlogo tše 12 tša Dikgoro. Dipoledišano tše tša mošomo di dirilwe go lemoga mmono wa bona le boitemogelo bja CAPS. Dipoledišano le dihlopha tše tshela tša barutiši di dirilwe go hwetša kwešišo ya go tsenelela ya mmono wa bona. Dipoelo tša thuto di fana ka kwešišo ya go tsenelela ya dintlha tša motheo tša kharikhulamo tšeo di amago mašomelo a baithuti le go nyaka thušo ya go ikgetha ka go thuto ya motheo go netefatša go re baithuti ba thuto ya phoraemari a loketše sekolo se se phagamego le Kreite ya 12. Go lebeletšwe gore dipoelo tša diphatišišo di tla thuša Kgoro ya Thuto ya Motheo go dira diphetho tša go tliša kaonafalo ka go mašomelo a baithuti. Thuto e hlohleletša go re ka ge barutiši ba bantši ba maitemogelo ba tšee karolo ka go tlhamo ya kharikhulamo ka ge se se tla ba le seabe sa maleba go mašomelo a baithuti. Go dirwa tšhišinyo ya go re Kgoro ya Thuto ya Motheo e swanetše go fokotša palo ya dithutwana x maemong a sekolo se se phagamego; lekanyetša nako yeo e filwego go phetha dithuto go ya ka leano la go ruta la ngwaga; go tlošwe ditekolo tšeo di dirwago sekolong go dirwe melekwana; go dirwe hlahlobo ya go tšwa mafelelong a sekgao se sengwe le se sengwe; go hlaolwe puku ye tee yeo e kgwethilwego go thuto ye nngwe le ye nngwe; go hlohleletša baithuti bao ba šomago gabotse go re ba be barutiši; le go dira gore barutiši e be mošomo wa maemo a godimo. Barutiši ba maitemogelo ba swanetše go fiwa sebaka sa go hlama kharikhulamo ka gobane ba kwešiša mathata a tshepedišo ya thuto. Kgoro ya thuto ya Motheo e swanetše go fokotša diphetogo ka go kharikhulamo ka gobane barutiši ba šoma gabotse ka tšeo ba di tsebago. Thuto ye e rumile ka go re metsotso ye 30 ya mathomo ya letšatši le lengwe le lelengwe e swanetše go ba thuto ya Seisemane go kgontšha bokgoni bja go bala; baithuti a swanetše go fiwa sebaka sa go kgetha dithuto go tloga ka go Kreite ya 8 e sego ka go Kreite ya 10; kelo ya katlego e swanetše go phagamišwa go ya go diperesente tše 50 go dithuto ka moka; Life Orientation e swanetše go rutwa fela go fihla go Kreiti ya 7; go swanetše go bulwe dikholetšhe tša tlaleletšo tša thuto le tlhahlo go baithuti bao ba sa kgonego go kgotlelela go sekolo sa setlwaedi; tšwelopele le tlaleletšo ya meputso e swanetše go emišwa; go swanetše go bulwe dikholetšhe tše dingwe tša barutiši; methopo ye mentši ya kaone go dikolo ka moka tšeo di se nago methopo ya go lekana e swanetš go fiwa; sekolo se sengwe le se sengwe se swanetše go ba le rasaekholotši wa sa ruri gare ga bašomi; le baithuti ba swanetše go hlohleletšwa kgafetšakgafetša ke maloko a setšhaba ao a rutegilego goba go atlega. / Curriculum and Instructional Studies / Ph. D. (Education (Curriculum Studies))