Thesis (M.Occ.Ther.((Faculty of Health Science))--University of Pretoria, 2002. / Summary in English and Afrikaans. Includes bibliographical references.

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Bibliography: leaves 387-404. South Australia is unique amongst Australian States insofar as s82(1) of the Education Act 1972 vests the director-General of Education, rather than the minister of Education, with de jure control of State school curriculum. This locus of control is at odds with the well-established democratic convention that Ministers control the directive policy components of their portfolios. This thesis describes how this mode of curriculum control came about, its nature and implications, and mounts a challenge to its legitimacy. (abstract)

The post-16 stage of education is critical in securing and developing people entering engineering professions and related occupations. Engineering employers and employees alike have however highlighted problems regarding poorly designed curricula failing to prepare employees for industrial and commercial roles. The premise of this thesis is that the issue confronting education is one of quality management. Curriculum designers must know how to anticipate and understand customer requirements and practically translate these requirements into a deliverable curriculum package. The aim of this research is to realise the synergy of curriculum design and TQM by developing a theoretical integrated curriculum design method. Synergies between TQM and traditional curriculum design methods are investigated and an integrated curriculum design method based on the use of PDCA and incorporating a two-phase modified use of QFD is hypothesised and justified. Subsequently, application of the curriculum design method is completed in relation to a number of selected engineering companies within the South Wales region and an appropriate curriculum proposal, for the provision of engineering education within the 16-18 year age group is produced. The proposal has been constructed with characteristics complementary to the competencies required by these companies and incorporates the most suitable teaching, learning and assessment methods to maximise the development of the students. This is valuable information for those concerned.

Ph.D. / This study investigates the relevancy of the current Agricultural Science curriculum for the Senior Secondary school phase. It also surveys whether the syllabus addresses the needs of the world of work in the agriculture community. The process of curriculum development for compiling the current syllabus within the context of a new South Africa is evaluated and proposals made in order to make it more democratic and to make participation an important principle at all levels of the development process ...

Changes occurring in the educational system of Ghana since independence in 1957 have been many and varied. The recent inclusion of the Cultural Studies program as part of the compulsory core curriculum is an example of such a change. The Cultural Studies program was designed to nurture cultural awareness and appreciation in the Ghanaian school child through music, drama, religion and social systems. The focus of this study was Music in the Cultural Studies program. The approach of the music teacher to music teaching and learning determines the successful realization of the curriculum. Music teaching strategies employed in Ghanaian elementary schools are many and varied. The content of the curriculum the teacher has to work with also enhances the realization of the program objectives. The purpose of this study was to identify and describe music teaching strategies and their degree of use in Ghanaian elementary schools and also offer suggestions for improving music instruction drawing on Ghanaian indigenous methods of music education, the Orff-Schulwerk, and Kodály pedagogy. In a survey involving fifty-six music teachers from five of the ten regions of Ghana, the researcher drew the following conclusions: a) the most frequently used teaching strategies included singing games, vocables, solfege, speech and poetry, movement and dance. b) there was evidence to suggest that the music teaching strategies of teachers are not related to their regional location, district, gender, teaching experience, or academic qualifications. c) It is feasible to combine the approaches of the Kodály pedagogy, the Orff-Schulwerk, and Ghanaian indigenous forms of music education in the development of a curriculum framework aimed at improving music instructional methodology in Ghanaian elementary schools. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This study examined the ‘intended’ curriculum and the processes of its translation into classroom practices. The ‘intended’ curriculum is the rhetoric incorporated in state documents of the independence era in The Bahamas. These state documents included three key general educational policy documents in which policy makers presented persuasive arguments and strategies for the nation’s development, and the curriculum guides based on these earlier policy documents. Since these documents represent the educational intentions and objectives of the nation, it was assumed that an examination of their rhetoric would produce a portrait of the government’s ‘independence plan.’ However, because one cannot assume that rhetoric is translated into practice, this study also examined the extent to which teachers in the Bahamian Primary School System have translated this ‘independence plan’ into their contemporary practices. The methods of investigation included documentary analysis, participant observation, informal interviews with classroom teachers and other Ministry of Education officials, and a teacher questionnaire. The documentary analysis revealed a continuity of themes ran throughout the major educational documents. Foremost among these themes were the move toward the Bahamianisation of the educational system, the production of indigenous materials, the recognition of the classroom teacher as central in the reform process, and the importance of communication between policy makers and teachers. Field investigations revealed a divergency between the rhetoric of the educational policy documents and the practices within the contemporary educational context. The study identified five major factors that influence the success of the curriculum implementation process. These factors include resources, support services, the internal dynamics of the school context, assessment practices, and the personal backgrounds and professional experiences of teachers. The evidence reported in the study pointed to several components that would enhance success in the implementation of the intended curriculum. The question of resource availability, specifically resources of an indigenous nature, was the most significant issue uncovered by this study. In addition, the need for a more collaborative support network for teachers was evident. Finally, the study highlighted the importance of two components that are directly related to the formulation of policy. These include the need for policy makers to use teacher experience and insight, and be more cognizant of the factors that have an impact, both internally and externally, upon the school context. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The purpose of this study was to develop a practical methodology of program evaluation from considerations of what the evaluative act required on logical grounds. The methodology developed was based on P.W. Taylor's (1961) analytical treatment of evaluation and M. Scriven's extensive writings on the subject. The study involved two broad phases. The first phase was a discussion of Taylor's and Scriven's thoughts on evaluation showing where they are compatible and overlap. The second phase showed how the ideas developed in the first phase were operationalized and adapted to the evaluation of a teacher training program at the University of British Columbia. A general conclusion of this study was that Taylor's analysis of the method and product of evaluation provided a suitable framework for the evaluation of an educational program. More specifically when Taylor's analysis was combined with Scriven's extensive work, a feasible model of evaluation resulted which readily produced a defensible, overall estimation of worth for an educational product. Although the methodology of evaluation developed in this study was only applied to a teacher training program, it could easily be extended to the evaluation of other educational programs or products. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

<p>An athletic scholarship can assist the parents of high school student-athletes tremendously with the financial burden by allowing their children the opportunity to receive a college education. However, many parents and high school student-athletes find out too late that academics playa vital role in securing an athletic scholarship. The intended use of this Academic Programming Manual was designed to enlighten parents and high school student athletes in reaching their goals in obtaining an athletic scholarship and also understanding the importance academics play in the role of athletics.</p> / Master of Science

"First and foremost in the drama of education is the social scene in which it is enacted. The school is in the midst of all the elements of this scene--the soil and climate; the land, the streams, minerals and timber; the people, black and white; their homes, farms, factories, shops and roads; their work and plan; their houses and gardens; their food and clothing; their churches, amusements and folk-ways; their government; their problems of disease and crime; their poverty, their wealth; their vanishing natural resources; their economic uncertainty; their insecurity of position of place; their joys and sorrows; their children and anxieties for the future." Unless the school is viewed in its relationship to these factors in the social situation, no adequate conception of its task can be gained. The relative importance of the school as a directive agency amid such forces of the culture will depend upon the way in which education conceives its function, organizes and executes its program. Certainly the school cannot be indifferent to the world from which its pupils come each morning and to which they return each evening. Because the writer firmly believes in the preceding statements, it was considered essential to secure information regarding the social and economic conditions of the pupils in her first-grade group of the Chipley Elementary Public School so that an improved and enriched school program may be developed based upon the pupils' and the community's needs. / Typescript. / "July, 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: R. L. Goulding, Professor Directing Paper. / Includes bibliographical references (leaves 39-40).