Knowledge production or research in South Africa, as elsewhere in the world, does not occur within 'innocent' spaces devoid of personal, social, political, economic and cultural contexts (Singh, 2000). This study explores knowledge production at the level of policy. It questions in the review of the school's curriculum policy in general, and the science curriculum policy in particular: What becomes new? What is different? What remains the same? What is the policy problem? Who is the policy population that is the target of such policies? Why is there such a universal dimension of what should be taught in science, and hence what science is? Why is the conceptual knowledge of the science curriculum and the conception of scientific literacy around the world much the same? At the level of research, what is the most illuminative way to seek answers to these questions? The study explores the theoretical, methodological and contextual constructs that frame the conception of scientific literacy. This thesis presents a critical analysis of the policy process and policy documents for two reform periods in South Africa. The theoretical constructs deployed are policy archaeology, ideology, inclusivity, governmentality and professionalisation. I argue in this study that the latter two constructs are regularities that are necessary for the emergence of the policy problem, they shape the social construction of the policy problem and they constitute and shape the range of policy solutions. I posit that these regularities are necessary for the social construction of the policy problem in both the C2005 and the RNCS processes. These regularities intersect in a complex, grid-like fashion on the policy-problem axis. These intersecting regularities makes it possible for the policy problem to emerge as a problem, constructs the problem, and constitutes the problem as an 'object' of social visibility. I argue that ideological shifts in the conception of scientific literacy are constituted by these two regularities. I conclude the thesis by drawing out five significant policy lessons: (i) An 'ideal' that makes intellectual sense but does not fit conditions in society can exacerbate the problems it seeks to solve; (ii) 'Change is only as effective as the smallest unit': in the policy-making arena the smallest unit is the policy writers, in the arena of practice it is the classroom teacher; (iii) Timing determines what is possible: the socio-political climate of 1994 resulted in some important silences- especially from conservatives and scientists; (iv) In the science policy documents the definition of scientific literacy is epistemological at two levels: the idea that scientific literacy can be defined and constitutes individual knowledge,and the view of knowledge in the policy documents; and (v) The policy process and the policy documents challenged hegemony of structure and the epistemology of knowledge. / Thesis (Ph.D.)-University of KwaZulu-Natal, Westville, 2005.

The link between public policies and their desired outcomes has remained an important subject among scholars and policy makers. Public policies made at the ‘top’ will have to be implemented at local level by street-level bureaucrats who enjoy a considerable degree of autonomy and discretion in the execution of their duties. The implementation of the National Curriculum Statement (NCS) by teachers (street-level bureaucrats) is one such case. Using Lipsky’s streetlevel bureaucracy as a theoretical framework, this study sought to explore the levels of discretion, autonomy and coping mechanisms employed by school teachers at a private Christian school in Pietermaritzburg in the implementation of the NCS. The study sought to discover if the exercise of autonomy and discretion enhanced the implementation of NCS. Both qualitative and quantitative data were collected by the insider participant using interviews with school teachers and observational methods. Analyses revealed that school teachers have considerable discretion in determining the kind of task they assign their learners. However, there were no significant relationships according to the level of discretion and teaching experience or level of professional qualifications. Furthermore, the study shows that most teachers made discretional choices to advance the goals of the Department of Education and to enhance the understating of learners. Factors which forced these teachers to use their discretion are due to poorly defined goals, inadequate resources and excessive workloads. In the face of challenges associated with their work, the teachers employ coping mechanisms which include ‘creaming’, private goal definition, modification of the conception of work, ‘rubber stamping’, referrals and real or psychological withdrawal. The findings of this study also show that school management through routine supervision and the Department of Education’s Common Tasks Assessments (CTAs) as well as national examinations curtail the autonomy and discretion of teachers in the implementation of NCS. The research reveals that the combination of individual decisions made by each street-level bureaucrat in effect constitute the policy of NCS through its implementation at school. The findings also underscore the need for management at all levels to find ways of harnessing the discretion of street-level bureaucrats which enhance the Department of Education’s goals and curb those which hamper policy implementation. / Thesis (M.Soc.Sc.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.

In the Lesotho primary education system, the language policy states that the mother tongue (Sesotho) should be used up to Standard Three (this is the third year of schooling in Lesotho) as the medium of instruction. English is prescribed as the medium of instruction from Standard Four upwards. This sudden change presents enormous challenges for teachers, especially in Standard Four. The purpose of my study was to investigate Standard Four teachers’ curriculum development experiences of the transition from the mother tongue to English as medium of instruction. The study also sought to understand how teachers plan and teach at this level. This was a qualitative interpretive study that adopted a case study methodology. Participants were purposively selected. They were three Sesotho-speaking Standard Four teachers in three different urban schools. In addressing the research questions, data was generated through qualitative methods such as semi-structured teachers’ interviews, classroom observations, document analysis and a personal reflective journal. Data was analyzed and interpreted through an open coding process. The findings revealed that these teachers experienced several challenges in the use of English as the medium of instruction. Teachers were faced with three key issues that they had to deal with, namely, overcoming their own perceptions of their competence in English, their low sense of self efficacy with regard to teaching at this transition class, and the difficulty with teaching pupils in a second language before these pupils had gained proficiency in their mother tongue. Teachers regularly employed codeswitching as a strategy to make meaning in their classrooms. The study recommends pre- and in-service teacher professional development, and a review of the Lesotho language policy in the primary school. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

This study focuses on the effectiveness of the implementation of Curriculum 2005 in Grade 8 and Grade 9 in a Secondary School in Durban and it also investigates if educators have moved away from traditional ways of teaching as required by Curriculum 2005. Teachers' knowledge of the new curriculum, reactions and attitudes play a major role in any curriculum change. To make this study possible, the modules that introduced the concept of curriculum innovation are Theorizing Curriculum, Curriculum Design and Development as well as Managing Curriculum Change. These modules preceded this study. The methods of data collection were Interviews, Questionnaires and Observation (informal). The data collected suggests that educators are still experiencing problems with regard to the implementation of Curriculum 2005. Seemingly the cascading model had some discrepancies smce most educators who attended the workshops seem to be unclear of what they have to do in the classroom. It is also evident that most educators that were trained to implement Curriculum 2005 are not teaching Grade 8 and Grade 9 for various reasons like the policy of Redeployment and Rationalization. Senior Phase Learning Areas are regarded as filler subjects which means that, the Senior Phase Learning Areas are not given the same status as the Learning Areas in Further Education and Training Phase. The school will rather allocate educators at Grade 10 to 12 first before considering the Senior Phase. The attendance of Outcomes-Based Education workshops are not considered when allocating teaching loads. There is also no structure from the school or Department of Education that ensure that those educators that are trained remain in the Senior Phase so as to master the outcomes-based approach. So every year a new teacher is exposed or introduced to new ways of teaching without being trained. On the basis of the findings, there is no effective implementation of Curriculum 2005 and most teachers are still using traditional ways. The Department of Education has a great task to ensure that there is development and support of educators that are still battling with the implementation process. It is also the responsibility of the Department of Education to ensure that all children in South Africa receive quality education and narrows the gap between previously advantage and previously disadvantage communities. But all depends on the teachers' skills and knowledge of the new curriculum, structures to support the implementation process and the support from the Department of Education. Without teachers' understanding and the necessary support structure, the intended outcomes will not be achieved. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.

This small but in-depth comparative study sought to explore the extent to which a rural ex-farm school and an urban ex-model C school were in a position to implement C2005. It was acknowledged that a small-scale study could not address the question of whether the two schools actually were implementing the new curriculum. The question was rather whether their circumstances were conducive to C2005 implementation. Bernstein's (1971) definition of curriculum as comprising content, pedagogy, and evaluation was found to be useful categories for analysing classroom practice in relation to C2005 design features, namely the outcomes based approach, an integrated curriculum, and learner centred teaching. The social relationships associated with weak classification (or the Integrated Code) directed the study towards forms of school organisation that would be necessary for the reception of C2005. Bernstein's concept of framing was useful in that its related concepts of sequencing and pacing of lessons provided a means of analysing classroom practices. Data collection tools included semi structured interviews and observations in the two schools. While both schools experienced difficulty in implementing C2005 in grade 9, findings indicated that the rural ex-farm experienced significantly greater difficulty. Historical disadvantage, poverty, lack of resources and lack of adequate departmental support seemed to combine with a lack of will on the part of educators to develop the kinds of lessons and materials on which C2005 depends. While teachers at this school supported the idea of C2005, they felt it could not be implemented in their context. The former model C school was advantaged by its relatively favourable situation with respect to both human and physical resources, and was making impressive progress towards C2005 implementation. Despite the fact that C2005 aimed at achieving equity, the evidence from this study suggests that the gap that had previously existed between these different schools was in fact widening. The gulf separating policymakers and their planners on the one hand, and teachers and their classrooms on the other, was particularly great in the case of the ex-farm school. Implications arising from this are discussed in terms of forms of teacher development that might alleviate the difficulties experienced in disadvantaged schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

The implementation of Outcomes Based education in countries such as Australia, New Zealand and American states had problems (Steyn & Wilkinson, 1998). South Africa was no exception during the implementation of OBE in the foundation phase. Since 1997 the National Department of Education has spent millions of rands on providing training and materials to facilitate the implementation of Curriculum 2005 (C200S) / OBE in the compulsory school phase. Educators who were to implement C2005 the following year had to attend development workshops the previous year. Nevertheless educators have had problems in implementing C 2005. The purpose of this study was to determine the extent to which the training of trainers is effective in training other educators to implement OBE. A review of the related literature revealed that much research has been done on the implementation of OBE / C2005. General recommendations for the training of educators and for implementation were given. The literature consulted did not, however, address the criteria used for the selection of trainers, how the training programme was implemented and delivered and, neither was the effectiveness of trainers addressed. The study employed a qualitative approach and data were collected by the use of questionnaires and interviews. Interviews were utilised because they involve direct personal contact with the respondents. A non-scheduled structured interview was conducted since issues to be investigated were determined prior to the interviews. The sites were three schools from different ex Departments of Education in the Umvoti District in the region of Pietermaritzburg in Mshwathi and Wartburg circuits. The subjects of the study were the educators of grades one to three, foundation phase and the educators of grade seven. All these educators had attended the training workshops. The sample included Subject Advisers, who were involved in the training of the educators and the Superintendents of Education Management (SEMs). The study revealed that the workshops were not effective as a cascading model towards the implementation of C200S / OBE. Information was diluted along the way and the facilitators were not fully prepared for their roles. The methods used in the training workshops were not relevant to the different contexts of implementation. The study also revealed that educators, the implementers of C2005 / OBE lacked support from the different stakeholders. The recommendation is that authorities take into account different contexts of implementation and different levels of professional development of educators, so that training methods used are relevant to the participants. It is also recommended that support is offered from all stakeholders. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

The value of teachers' perceptions of science is noted, given that teachers play an active part in implementing curricula. The possibility that teacher's perceptions of science may be different from the image of science portrayed in the official curriculum is considered. Given that during the apartheid era, education was dominated both politically and culturally by one group, objections to the ideological-cultural dimension of the official curriculum were expected. An exposition of the philosophical basis for science teaching and curriculum development is attempted. A process model of curriculum is adopted as it is seen as more effective in portraying the political context of curriculum practice. It is argued that both curriculum practice and the notion of being "scientific" are not objective but depend on the dominant culture. Therefore, there is a need to be open-minded and eclectic about the notion of being "scientific". An attempt is made to identify teachers ' perceptions rather than test the teachers' perceptions against a given norm. In this context a qualitative approach is attempted in identifying teachers perceptions of science by using unstructured and open-ended interviews. A content analysis of the overarching philosophical view in prescribed books and syllabus documents is attempted. Findings are that , broadly speaking teachers perceptions of science were not dissimilar from those in the official curriculum when the study was conducted. In making recommendations for curriculum development it is noted that teachers views need to be accommodated. However including teachers in curriculum development should go hand in hand with workshops to raise teachers awareness o f the issues involved. It is also argued that there is a need f or separate curricula for those who go on to be scientists as well as those who need science for their general education. / Thesis (M.Ed.) - University of Natal, Durban, 1994.

In this qualitative study the fundamental principles of credit-based modular education are investigated from the perspective of international experience in Britain and the United States (US). The evolution of a mass higher education system, with multi-access and multi-exit pOints, in both Britain and the US, is outlined. The main concepts and principles, approaches, strengths and weaknesses, exemplars of good practice, and the potential problems of modularisation are elucidated. The purpose of the study is to identify the cardinal strategic issues to be considered in the process of implementing modularisation by M L Sultan Technikon. The data from three chief sources are triangulated: the literature; fieldwork at five universities in Britain; and documentation provided by these five universities. From these data, in particular that from interviews with academic staff in Britain with personal experiences of the process of modularisation, a plurality of interpretations, values, perceptions, opinions, and approaches is revealed. The study does not attempt to propose a single model for modularisation for universal application. The common themes to emerge as findings in this study illuminate the many complex and interrelated issues pertinent to modularisation that the respondents across the five universities identified. From these themes a series of critical questions to be posed by an institution in making decisions about modularisation is suggested. The implications of the themes and questions are explored, and a possible model for their integration is suggested. The model draws together the perspective of two contrasting orientations to curriculum and the dialectic between a managerial and an educational rationale for 'going modular'. This model forms the basis for an exploration of the implications for developing a credit-based modular system in the context of M L Sultan Technikon. The following important broader issues to emerge related to modularisation are briefly discussed: assessment; credit; awards; student counselling and guidance; management; administration; semesterisation; and change. / Thesis (M.Ed.) - University of Natal, Durban, 2001.

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

Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.