Thesis (M. Dev.) -- University of Limpopo, 2003 / Refer to document

Thesis (M.Ed. (Language education)) -- University of Limpopo, 2018 / The aim of this study is to evaluate the implementation of curriculum in the teaching of reading and writing in the Sepedi Home Language in the Mankweng Circuit of Limpopo Province. This result from the fact that intermediate learners are struggling to read and write in the Sepedi Home Language, and as a result are incompetent when reading and writing even in their language of teaching and learning, namely English. This signifies that mastering to read and write in the Sepedi Home Language, is likely to enable learners to read and write better in English as a language of teaching and learning. Of a huge surprise, the struggle to read and write in Sepedi Home Language occurs with every cohort of learners registered in the Intermediate Phase. For this reason, the study is designed to evaluate the manner in which Sepedi curriculum is being implemented in schools to address and respond to challenges of inability to read and write by intermediate Sepedi learners. This is a case study covering three primary schools and it is located within the qualitative research approach and phenomenology. The collection of data was done through individual face-to-face interviews, document study and diagnostic assessments. Each of the three schools forwarded three categories of research participants, namely, an HOD, a teacher and a parent whose child was doing Sepedi in the Intermediate Phase. Findings revealed that overcoming reading and writing inability by the intermediate learners needs to be a joint stakeholders’ effort. In addition, inadequate Sepedi materials and resources for intermediate learners need to be the apex priority by the Department of Basic Education. In view of the shared research results, the study recommends that there be well-coordinated participation of all stakeholders in the development of skills associated with reading and writing for the Sepedi Home Language Intermediate learners. Lastly, the study recommends that intermediate Sepedi learners be offered an opportunity to participate in Sepedi essay writing competitions wherein they are first given pamphlets and posters in Sepedi as a clue. Finally, the Sepedi Home Language needs to be equally protected and promoted just like it is the case with English from the Intermediate Phase upwards.

The purpose of this study is to ascertain, from a review and analysis of the literature, if any key messages emerge within which curriculum reconstruction of primary science education in South Africa can be undertaken. Firstly, three paradigms in education are equated with three philosophies of science and the compatibility of modes of inquiry are highlighted. It is argued that paradigms can be used as a form of analysis to locate particular approaches to the teaching and learning of science. Thereafter, an overview of major trends in science education is provided. The various views of and approaches to science education are analysed and located within particular paradigms. In order to assist in such analyses, a conceptual framework is developed. This draws on key determinants of curriculum development and locates these within each of the three paradigms. The framework is applied to a review and analysis of international emphases in primary science education, within which five different perspectives are identified. These are located within different paradigms. Science education in developing countries is considered thereafter and some recent trends in primary science curriculum development in South Africa are examined. It is shown that the recent syllabus revision process and the revised syllabuses in South Africa are still located in a technical approach to curriculum development. In seeking an alternative approach, the weaknesses of imported ready made solutions from more developed contexts are highlighted, and an exploration of alternative approaches that are more responsive to local contexts is then undertaken. Some innovative examples of curriculum development in other parts of Africa and South Africa are examined. From the review and analysis a set of key messages emerge for curriculum development in primary science education. In selecting appropriate programmes, it is vital that attention is given to children's' existing abilities and ideas, to the expected role for science in society, and to a particular society's values and norms. Material provision, of itself, does not bring about meaningful change, and teachers can and should be involved in the production of teaching materials. Another key message is that it is crucial for teachers to be involved in curriculum decision making, although they may need inservice support to make this possible. Approaches to inservice education must therefore give due consideration to this, and to developing classroom based teaching competencies. Finally, attention is given to some of the factors which may contribute to systemic change in science education. / Thesis (M.Ed.)-University of Natal, 1996.

Abstract not available. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2006.

No abstract available. / Thesis (M.Env.Dev.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

This research explores the potential for engaging teachers in school-based environmental education curriculum development processes by using camera. The research, through its epistemological and ontological position, is closely linked to educational orientations associated with aspects of outcomes-based educational transformation in South Africa. A participatory approach that recognises teachers as co-researchers, each bringing to the inquiry her or his questions and constructions of meaning, was adopted. Participatory inquiry was initiated by setting up cluster meetings that allowed for teacher inputs through open dialogic processes. Fundamental to the inquiry is the notion that context shapes curriculum and curriculum development processes. It was from this orientation that a group of 13 teachers, using cameras to create visual narratives, explored their own diverse and complex contexts. These narratives (or stories) form the basis for further inquiry and development of sophistication with respect to the concept of environment. The research process is critically and reflexively documented as a series of field and research texts constructed from a variety of data sources gathered over the period of one year. The work is presented as a process of engaging critically with environmental education curriculum development and an opportunity to raise questions, rather than seek answers in this regard.

Worldwide educational change has been a topic of discussion. South Africa is among the countries having issues with the implementation of a new curriculum and its impact on effective teaching and learning in junior secondary schools. The country (South Africa) experienced frequent changes in education curriculum. The new curriculum was seen as the means to address poor state of education. It is common knowledge that teachers were and are presently still confused and stressed being unsure on how to apply some techniques to meet the requirements of the new curriculum. That led to underperformance of learners in their work at school. Hence, this study was conducted to explore the perceptions of teachers in South Africa regarding the effects that frequent changes in curriculum has on the effective teaching and learning in junior secondary schools. The change in curriculum is frequent in the sense that, from 1997 to 2016, the curriculum in South Africa was revised four times: Curriculum 2005 (C2005) in 1997, Revised National Curriculum Statement (RNCS) in 2002, National Curriculum Statement (NCS) in 2007 as well as Curriculum and Assessment Policy Statement (CAPS) in 2012. The study does not leave behind some literatures on concept of education, teaching and learning in junior secondary schools, curriculum in South Africa, an overview of curriculum policy in South Africa, curriculum changes to mention a few. Qualitative research methodology was used by the researcher so as interview participants (teachers) in their workplace. The case study was chosen as the design, whereby two junior secondary schools from the population of schools in Libode district were purposely sampled. Data was collected from teachers in these schools, that is, six teachers from each school. Four teachers from each phase were targeted, that is, (four from foundation phase, four from intermediate phase and four from senior phase). Semi-structured interviews were used as the instrument to collect information from the participants. From the study, the researcher found confusion and frustration due to the frequent changes in curriculum; negative influence on effective teaching and learning, by the fact that teachers ultimately do not know what to do to meet the requirements of the curriculum; and not much continuity or links between phases in as far as content and subjects are concerned. The study recommended the appointment of professional facilitators, revisiting of the language policy in GET band (with focus in LOLT in foundation phase), encouraging continuity across phases, actively involvement of teachers in formulating or drafting of any policy that will affect curriculum since they are the implementers of curriculum. The study established that frequent change in curriculum had negative effects on teaching and in junior secondary schools. This is the perception of the majority of participants. As far as literature regarding teachers is concerned, changing curriculum without changing teachers’ understanding and attitude has negative impact on learning especially in South Africa, with special focus on rural schools such as those of Libode district in the Eastern Cape Province.

The implementation of a new curriculum has become a very relevant issue in South Africa with the implementation of Curriculum 2005 (C 2005) since 1998. The school principal plays a very important role at school level in the implementation of change in general and a new curriculum in particular. The aim of this study was to have a closer look at this role. It is a qualitative study executed in six schools in the Port Elizabeth area. It investigates the problems school principals experienced with the implementation of C 2005 with the objective of identifying guidelines for the role of the principal in the implementation of a new curriculum The most important findings include the importance of equipping the principal to provide guidance with the implementation of a new curriculum. This equipping refers to the principal’s knowledge of the new curriculum, the ability to employ various leadership styles, as well as the maintenance of a certain balance between supporting and putting pressure on the staff. Other findings refer to the importance of well-trained and prepared facilitators of workshops, as well as the role the Department of Education needs to play in the training and preparation of these facilitators. The ongoing support of schools in the implementation process also needs to be emphasized. The principal should play a key role with respect to this last role of the Department. The study also emphasizes the principal’s responsibility to bind the educators together in building a shared vision, so that their focus will remain on the curriculum implementation.

M. Ed. (Educational Management) / The aim of this research study was to examine educator attitudes in the implementation of Curriculum 2005 at Katlehong Secondary Schools. The research study indicate that educators are faced with challenges in their endeavors to implement curriculum 2005. Research findings revealed that inadequate training of educators has a negative impact in the implementation of Curriculum 2005. Overcrowding in the classroom creates difficulties in the delivery of Curriculum. There is a need for well coordinated in-service training for educators.

D.Ed. / South African education policy identities curriculum delivery as the core process in education and INSET, EMD (Education Management and Development) and enabling functions as the strategic levers for curriculum delivery (Employment of Educators Act 76 of 1998, PAM Chap A, paragraph 4, 3C-15). With regard to EMD, the strategic lever which is the focus of this research, the EMD curriculum delivery nexus prompts the need to examine those curriculum and education management and development theories, practices,_structures,-policies-and-their-interrelationships-that-will-drivesupport- -and complement the 'core process' in South African education. Since 1994 to date, educational transformation broadly and curriculum change and development, specifically, has been predominantly characterised by education policy formulation rather than education policy implementation. There is concern that the state of readiness at the site of implementation has not been comprehensively gauged. et al (In Chisholm Karlsson, 2000:2) claims that despite 'the establishment of sound legal and regulatory frameworks to facilitate the process of change, it is at the level of policy implementation - that is, at the school level - that the major crisis points appear to be'. The 2000 Curriculum Review Committee, commissioned by the National Minister, makes similar findings and outlines some of the major challenges in implementing new curriculum policy frameworks. Where supportive legal and regulatory frameworks have not been effectively responsive to the inhibiting factors at the site of implementation - school level - this could have been avoided had the implementation landscape informed the facilitating frameworks at the outset. A key objective of the research was to elicit the perceptions, by means of a questionnaire, that school education managers (Principals and SMTs) and school educators (non-SMT members) have of the school's internal organisational and management arrangements and particularly the EMD role that the SMT plays to support curriculum change, development and delivery, and the nature, quality and impact of the support that district officials contribute to the school's curriculum change development and delivery processes. Broad foci of this investigation included consultative strategic policy planning, implementation and support approaches at the district-school interface, specifically, consultative curriculum and organisational change management and support strategies and key partnering, incentive and feedback strategies both within and between the two levels of curriculum delivery. Aspects that impact on effective policy implementation and curriculum delivery, such as performance monitoring, capacity building, quality support and district-school organisational alignment at the interface, are also considered. Generally low factor mean scores - illustrating readings at the neither disagree nor agree i.e. 3 on the Likert scale - were acquired with regard to district-school alignment of action plans and district support. This indicates that the strategic levers/ processes, namely education management and development and INSET, has not been adequately developed to facilitate effective curriculum change, development and delivery. Thus the research problem as identified in paragraph three. Findings from focus group interviews, conducted with district officials and triangulated with the questionnaire and literature survey findings, related largely to the internal district dynamics and processes and the quality of district support at the district-school interface. The ultimate aim of the research was concerned with informing an EMD theoretical orientation and practical framework that support reflexive curriculum change, development and delivery. The research draws attention to perspectives, emanating from both the literature survey and the research findings of the kinds of interactive curricular and organisational practices that could support effective curriculum delivery at the district-school interface. Practices that emphasise district-school performance alignment, whole school development, and structures and processes that provide opportunities for dialogue, mentoring, coaching and support in managing the curriculum were all recommended for bridging the theory-policy-practice divide.