Political changes of the post 1994 general elections witnessed significant innovations within the education sector of the Republic of South Africa. Most significant of these was the rapid transformation of the existing school curriculum into the new curriculum 2005 (C2005). This confirmed the removal of the unnecessary variations in the curricula used by the different departments, created alongside racial groups. This brought about new challenges for teachers as it was to influence their experiences of how teaching was to be conducted in the context of these changes. As a teacher of Economics, I developed an interest in seeking ways in which teachers could be professionally developed to teach Economics in the new curriculum currently implemented in the FET band, acknowledging that the Department of Education supported the new curriculum by a training programme in the form of a cascading model. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

Text in Afrikaans / Binne die bestek van ses jaar, het drie Klasmusieksillabusse vir die sekondere skool, te wete die van Kaapland (1986), Transvaal (1991) en Skotland (1992) verskyn. Elk van hulle toon 'n unieke karakter ten opsigte van doelstellings, leerinhoud, ensovoorts. Dit het die vraag laat ontstaan watter van die sillabusse binne die raamwerk van wetenskaplik geselekteerde kriteria ontwikkel is en of hulle gevolglik wel didakties-pedagogies verantwoordbaar is. Die drie Klasmusieksillabusse is teen 'n agtergrondstudie van Klasmusiek in didakties-pedagogiese asook leerpsigologiese verband geanaliseer aan die hand van die didaktiese vereistes waaraan 'n vakkurrikulum behoort te voldoen. Die aanbevelings wat gemaak is, wil verseker dat 'n sillabus tot stand kom wat aan die wetenskaplike vereistes van kurrikulering voldoen, waarvan die doelstell ings deur die onderwyser verwerklik kan word en wat die leerder tot optimale leer kan voer. / In the scope of six years, three Class Music syllabi appeared, namely that of the Cape Province (1986), Transvaal (1991) and Scotland (1992). Each of these syllabi have a unique character with regard to aims, learning content, etc. This gave rise to the question whether these syllabi were developed within the framework of scientific selected criteria and whether they can be didactic-pedagogically accounted for. These Class Music syllabi were analysed against a background study of Class Music in didactic-pedagogical and learning pshycological perspective as well as the didactical requirements with which a subject curriculum should comply. The recommendations were aimed to ensure a curriculum document which complies with the scientific requirements of curriculum theory, which is attainable for the teachers and which takes the expectations of the learners into account. / Art History, Visual Arts & Musicology / M. Ed. (Didactics)

No abstract available. / Thesis (Ph.D.)-University of Durban-Westville, 1999.

Text in Afrikaans / Binne die bestek van ses jaar, het drie Klasmusieksillabusse vir die sekondere skool, te wete die van Kaapland (1986), Transvaal (1991) en Skotland (1992) verskyn. Elk van hulle toon 'n unieke karakter ten opsigte van doelstellings, leerinhoud, ensovoorts. Dit het die vraag laat ontstaan watter van die sillabusse binne die raamwerk van wetenskaplik geselekteerde kriteria ontwikkel is en of hulle gevolglik wel didakties-pedagogies verantwoordbaar is. Die drie Klasmusieksillabusse is teen 'n agtergrondstudie van Klasmusiek in didakties-pedagogiese asook leerpsigologiese verband geanaliseer aan die hand van die didaktiese vereistes waaraan 'n vakkurrikulum behoort te voldoen. Die aanbevelings wat gemaak is, wil verseker dat 'n sillabus tot stand kom wat aan die wetenskaplike vereistes van kurrikulering voldoen, waarvan die doelstell ings deur die onderwyser verwerklik kan word en wat die leerder tot optimale leer kan voer. / In the scope of six years, three Class Music syllabi appeared, namely that of the Cape Province (1986), Transvaal (1991) and Scotland (1992). Each of these syllabi have a unique character with regard to aims, learning content, etc. This gave rise to the question whether these syllabi were developed within the framework of scientific selected criteria and whether they can be didactic-pedagogically accounted for. These Class Music syllabi were analysed against a background study of Class Music in didactic-pedagogical and learning pshycological perspective as well as the didactical requirements with which a subject curriculum should comply. The recommendations were aimed to ensure a curriculum document which complies with the scientific requirements of curriculum theory, which is attainable for the teachers and which takes the expectations of the learners into account. / Art History, Visual Arts and Musicology / M. Ed. (Didactics)

M.Ed. (Tertiary and Adult Education) / The research under discussion follows from and should be seen against the background of the request to the Subdirectorate: Subject Curriculum Matters of the Department of Education and Training (DET) to develop a curriculum (syllabus) for an orientation course to the NI-course. The aim of this course is to fill existing gaps so that progress in the NI-course and the results of the course could be improved. The gap between general formative education and the expected teaching and training knowledge for entry into the NI-course was identified as a problem area.- Launched under the direction and initiative of the DET the NTC (OR) Course is a co-ordinated attempt to ensure a uniform standard in that this program was developed nationally. The curriculation action is unique because the curriculum for the introductory course wasn't developed in isolation but with the co-operation of all the education departments and interest groups. The NTC(OR) Course was developed and tested according to the curriculum development model of Jansen (1984:210). In this study use was mainly made of quasi-experimental research. In the first place it was necessary to define clearly what is meant by scientifically justified curriculum development. A literature study was undertaken to identify criteria to determine which requirements are necessary for curriculum development. To identify said criteria, use was mainly made of Jansen's model of curriculum development. This model was made applicable to curriculum evaluation by elevating the phases in the curriculum development process to criteria for the evaluation of a subject curriculum. The evaluation of the curriculum developmental actions of the DET was undertaken solely to express an opinion as to the scientificalness of the curriculum development. Use was made of evaluation tables to compare the curriculum developmental requirements, as set by practice, and the curriculum developmental action of the DET. The conclusion derived from the evaluation tables is that curriculum development of the DET compares favourably with the requirements set by practice. With only a few exceptions the curriculation action of the DET complies to a large extent with the criteria set in practice.

M.Ed. (Curriculum Science) / Please refer to full text to view abstract

Bibliography: pages 319-332. / This study concerns the economics curriculum in schools in the Western Cape as defined by syllabus aims, textbooks, and the Senior Certificate examination. The research for it was conducted by means of a teacher survey in secondary schools of the Department of Education and Culture, House of Assembly, Cape Education Department (CED); and the Department of Education and Culture, House of Representatives (HOR) in the Western Cape. This includes an analysis of the textbooks currently prescribed for economics, and an analysis of past Senior Certificate examination papers. The dissertation commences with a description of the existing curriculum and its setting in the context of Christian National education (CNE). This is followed by discussion of the philosophy of economics education as practised in the west, in order to view the South African economics curriculum against this background. The main aims of the present syllabus are discussed in terms of textbooks, teacher opinion, and the Senior Certificate examination. These aims concern the Christian character of economics, economics and Afrikaner nationalism, economics and capitalist values, as well as the vocational and formative value of economics. They are considered central to an understanding of how classroom economics has been affected by CNE, apartheid doctrine, and Afrikaner master symbols. This is followed by an investigation into the operation of the specific objectives of the syllabus and classroom practice of economics. These are described in terms of three groups of questions which formed part of the teacher survey. The questions addressed issues of teaching aimed at engendering interest in current economic events and the application of theory in the analysis and interpretation thereof; the purpose of economics teaching; and the importance and influence of content, textbooks and examinations in classroom economics. The content of the 1983 core syllabus is further considered in the light of teachers' responses to it and the opinions gained from the teacher survey are used in the final chapter as part of the basis of recommendations for remaking the content of the economics curriculum. Proposals are made for the remaking of the economics curriculum in the future on the basis of: the aims in terms of "economic literacy"; classroom practice and teaching trends in terms of "process learning"; and the content of classroom economics on the basis of "citizenship".

D.Ed. (Education) / In this research the core syllabuses, departmental syllabuses and the matriculation examination papers were evaluated. For the purpose of evaluation certain criteria were developed based on inherent curriculum design principles, including a situation-analysis. Cognizance was taken of the data obtained in an earlier investigation by the Human Sciences Research Council on the needs.and demands of the work situation. Criteria were developed in the areas of Education, Linguistics and Language Didactics. Linguistic criteria are based on a Pragmatic language perspective, including a Pragmatic component as part of language structure. In order to obtain a clearer criterial focus, the different structure oriented, content based and educational criteria were integrated in a criterial structure. In the application of the criterial structure to the abovementioned curriculum documents, it was found that the language syllabuses do not adequately equip the learner to become adult educated users of the language. The learner is being inadequately equipped for the demands of the various social contexts in which he or she is required to use the language. The essential nature of language according to the dynamic interaction between language use and structure within a given context is negated. A theoretical basis is lacking resulting in the negation of the essentially communicative nature of language and the role of context in the functional use of language. Guidelines, based on the stated criteria, have been put forward with a view to accountable curriculum and syllabus innovation.

M.Ed. / In the light of the foregoing postulation of the problems and issues to be addressed, the present research study was aimed at determining the problems of Grade 1 and 2 facilitators with respect to Curriculum 2005, with a view to developing guidelines which the educational psychologist could follow in support of teachers' efforts to implement and apply Curriculum 2005. The study had as its point of reference an ecosystemic theoretical framework in terms of which the aim, nature and origin of the outcomes-based approach to teaching and learning, as well as the advancement thereof in Western countries, were discussed. In addition, the researcher took a closer look at how the said system impacted on the facilitator's role in the foundation phase, as well as at the paradigm shift with respect to facilitator resistance. The results of the study indicated that facilitators deemed the in-service training, advising, support and guidance of the Department to be bewildering, incongruent and akin to information overload. The majority of facilitators concurred, however, that extensive retraining and experimental practice with respect to the implementation and application of Curriculum 2005 could possibly solve a myriad of problems regarding the implementation of this curriculum. In addition, facilitators seemed to feel a clamant need for continued support and advice from the Department, as well as from the school in its capacity of a system. The future perspective hinged upon both positive and negative sentiments, however. Negative perceptions involved the failure of Curriculum 2005, whilst positive experiences, on the other hand, centred around the suitability of the model for learners' social and cognitive development and their chances of success, since they experience the implementation as a process. In spite of in-service training and the provision of documentation on the new system of education and learning, facilitators still exhibit an alarming ignorance of the philosophy and concepts underpinning OBE — ignorance that could only be explained in terms of the inadequate in-service training offered to facilitators and their lack of motivation as far as self-development is concerned. Recommendations for policy makers are also incorporated in the guidelines

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2017 / This study aimed at exploring the experiences of Social Sciences teachers in secondary schools with regard to the implementation of the evolving curriculum policies in schools. In order for the study to be successful, a comprehensive literature review was done, and not only teachers, but also Curriculum advisors and circuit managers were selected and interviewed for the researcher to gain insight of the daily experiences in schools as they work with teachers on daily basis. The interviewees were from the Capricorn District in Mankweng circuit. The researcher used data collection instruments in a form of questerviews and individual interviews. The instruments were guided by the objectives of the study. The sampling was made in this cluster taking into cognisance its vastness, since it consists of 5 circuits which are Mankweng Circuit, Kgakotlou Circuit, Mamabolo Circuit, Lebopo Circuit and Dimamo Circuit. The total number of schools in all the circuits is 62. The study focused on the chosen high schools which comprised 2 schools per circuit and a minimum of 2 and maximum of 4 teachers per school were interviewed. One circuit manager and curriculum advisor were also interviewed in the study. The study’s findings revealed that there is a lack of thorough training. This is in spite of the fact that the department hosts a series of briefings which do not seem to achieve the expected outcomes due to the limited time allocated. In the view of teachers, training serves as a cornerstone for the implementation of the curriculum policies. Findings also showed that teachers were overloaded due to low enrolment as many children prefer schools with a good infrastructure which many rural schools lack. Poor enrolment results in limited teachers who are overloaded as they end up having to teach many subjects. Since teachers are partners in education, the study made recommendations that teachers be given enough training to overcome implementation challenges. Teachers should also further their studies in order to improve their knowledge regarding curriculum changes. The universities should also serve as partners in empowering teachers with policy developments. Lastly, teachers should be assessed more often on curriculum policies to avoid the incorrect implementation of policies