The emergence of technological education as an integral component of general education has become a significant international curriculum development of recent years. Its distinctive curriculum features are technological literacy and capability and it highlights the importance of âapplied knowledgeâ, âdoingâ, âtechnological understandingâ and âproblem solvingâ. Technological education at international level is growing in value and it is utilised to increase employability levels among school-leavers through involving businesses and industries from the private sector in activities such as syllabus design and material support. Against this background, the research study investigated the character, value and relevancy of technological education in Namibia over several decades. The first phase of this study comprises a comprehensive overview of the literature on technological education at national and international levels. A study of technological education in various countries and specifically Germany, a previous colonial ruler of Namibia, identified the following characteristics: ⢠The status and value of technological education is very high and is considered as a vehicle for the attainment of economic prosperity and to decrease unemployment. ⢠The private sector provides financial, material and moral support to technological education, for example the design of syllabi at school level. ⢠Technological education improves the technological knowledge and skills of learners that enable them to get employment or become self-employed more easily. The second phase involved research by means of questionnaires and interviews. The two structured questionnaires were administered to samples of 126 learners and 26 teachers respectively at technical secondary schools. Interviews were held with knowledgeable Namibian educators about the prevalence of current technical education in Namibia. The information gathered from the literature and the results of the questionnaires and interviews provided evidence that the status of technological education in Namibia had declined to such an extent due to neglect, that a new approach to technical education, namely technological education, is required. Some of the major findings are the following: ⢠Before independence Namibians were denied the opportunity to design technical education programmes as South African education programmes were used. ⢠The South African-based technical education did not consider local economic realities and employment demands although it was of a good standard, equalling that of South Africa. ⢠After independence Namibians were given opportunities to design technical education programmes. ⢠Local technical education programmes were developed according to perceived needs and not to scientifically established economic and industrial needs. ⢠There is evidence of poor quality at the various levels of technical education, resulting in learners leaving schools with theoretical knowledge but without practical capabilities and entrepreneurial skills. ⢠Poor planning procedures for technical education resulted in inadequate budgets which caused equipment to deteriorate and insufficient materials. In view of these findings, recommendations are made in order for appropriate technological education to be designed properly and implemented effectively. Firstly, the status and value of technological education among Namibians need to be improved. Secondly, relevant technical education programmes that encompass purposes, content, processes, contexts and structures, which communities will be able to see as part of the school curriculum, need to be designed. Thirdly, the private sector must be involved in technological education. Finally, the ultimate value of this study is the contribution to the design and implementation of an appropriate technical education model which adds to the overall development of Namibia as a peaceful and economically vibrant country.

In recent years, South African teachers were compelled to make an important paradigm shift in education from a teacher-centred approach to a learner-centred approach. Put differently, the emphasis is now on an outcomes-based education (OBE) approach as the key underlying principle of the National Curriculum Statements (NCS). Furthermore this paradigm shift in teaching and learning emphasized an active participation of learners which necessitated Economic teachers to restructure their teaching strategies in terms of the NCS. The purpose of this study was to design a framework for the implementation of cooperative learning as a teaching strategy for Economics teachers in the Further Education and Training (FET) phase in Free State secondary schools. A literature study and an empirical research was conducted for structuring of such a framework with different components in the design and implementation of cooperative learning as a teaching strategy for Economics teachers. To achieve the aforementioned, OBE in general was outlined. Secondly, the elements, principles, different OBE curriculum models were discussed. Thirdly, problem areas and arguments in defence of the implementation thereof in South African schools were explained. Fourthly, a multi paradigm perspective on the OBE approach, the National Qualifications Framework (NQF) and the place of the NCS for the FET phase were interrogated from an OBE curriculum model point of view. Furthermore Economics as a social science was compared to other sciences and models of economic teaching. Economics as a school subject and the interrelated components to the curriculum were broadly explained. As reinforcement to the previous mentioned aspects, a historical development as well as viewpoints on cooperative learning were outlined. Subsequently the importance of cooperative learning models, strategies, and group compositions were thoroughly analysed. In conclusion, the perspective on the development of cooperative learning, the rationale thereof, as well as the advantages and disadvantages were scrutinized. Emanating from the literature review an empirical study was conducted to determine the current status of in-service training amongst Economic teachers and to which extent they apply cooperative learning techniques. Economic teachers and Learning facilitators acted as respondents for obtaining data that was used for the design of a framework for implementation of cooperative learning. Findings of the responses of the questionnaires revealed that there was a great need for more in-service training especially for both beginner and experienced teachers. Furthermore the majority of respondents indicated a deficiency in the application of cooperative learning in their Economic classes. Thereafter a number of recommendations were made regarding the in-service training and the effective application of cooperative learning as a teaching strategy in Economics teaching. In summation, the literature study, the findings of the empirical research and recommendations of this study forms the basis for the design of a framework for the implementation of cooperative learning as a teaching strategy for Economics teachers in the Further Education and Training (FET) phase.

The purpose of this study is to establish the impact of curriculum transformation on classroom practice in Northern Cape schools, given the fact that the curriculum is deemed to be the vehicle which will ensure that all South Africans, have the necessary knowledge, values, skills and attitudes, which will facilitate social and personal development and economic growth, as well as strengthen the countryâs democracy. A historical overview of the rationale for curriculum transformation is provided, highlighting the features of the education system prior to the first democratic elections. In addition, the various curriculum policy options pre-1994 is outlined, in an attempt to gain an understanding of the origins of the outcomes-based curriculum. It emerges that most of the proposals put on the table, favoured an integration of education and training, as well as the promotion of high levels of skills, needed for economic growth in the country. Curriculum 2005, which endorsed the ideas of an integrated approach to education and training, and which emphasised life-long learning, was unveiled in May 1997, for implementation in 1998. Given the inequities of the past, it could be expected that teachers would find difficulty in implementing the new curriculum. Developments after implementation is traced, and the study provides a comparison of the design features of the original version of C2005 and the Revised National Curriculum Statement, which is being phased in incrementally. The study also provides an account of the current learning and teaching situation in schools in the country, by illustrating the findings of various research studies. These studies reveal that classroom practice is still characteristic of activities which do not promote higher order thinking skills, such as investigation, understanding relationships and curiosity, lack of lesson structure and lesson material prepared in graded sequence, and physical conditions in schools leaves much to be desired. Given the situation outlined above, the research investigated key factors which are required to improve classroom practice. These factors included; the dissemination of the curriculum, the quality of transactions between teachers and learners in the current teaching situation, methodologies currently used, provision and use of resources and contextual realities at system and school level. During the study, key stakeholders, namely, learning area managers, teachers and learners completed questionnaires on the above mentioned aspects. Principals and representatives from School Governing Bodies responded to questions during interviews. In conclusion, findings emanating from the literature study, as well as the empirical research is presented. Based on these findings, a practice-orientated curriculum implementation strategy, focusing on classroom practice, is recommended, taking the contextual realities of the system into account.

The primary aim of this research was to obtain first hand information from instructional leaders (principals, Heads of Department (HoDs) and teachers), about the ease and difficulties that they experience in interpreting C2005 guidelines and translating them into classroom programmes in the Free State. Contingent to the above aim, the research aimed to develop a quality assurance framework that could enhance the successful implementation of C2005. The aim of the research was to be achieved through a qualitative empirical study of the views, statements, opinions and meanings that instructional leaders of the GET senior phase (grades 7 to 9) give to their experiences. To inform the empirical study, an extensive literature review of instructional leadership, curriculum development and quality assurance in general and in C2005 in particular was undertaken. Functional aspects in which instructional leaders experience difficulties were analysed under design, dissemination, implementation and evaluation of C2005, or as the SA government prefers; context, inputs, process and outputs. All these were discussed in detail in chapters 2, 3 and 4. The following related difficulties were established through the research: instructional leaders stated that the âtop downâ approach to design, dissemination, implementation and evaluation of C2005 guidelines has alienated instructional leaders. The change to C2005 was poorly financed, rushed and had little preparation in training and resources. Furthermore in the absence of instructional leadersâ input, the task teams that the DoE selected to design C2005 guidelines did not capture the actual challenging and difficult conditions in the school and classroom in which C2005 is implemented. The failure of the DoE to take instructional leaders on board has resulted in technical and language difficulties for instructional leaders; it has prevented instructional leaders from buying into C2005 processes and co owning them and hinders quality delivery of C2005. Moreover, a quality assurance system that could have ensured that most of the problems are designed out in C2005 was not in place when C2005 was first implemented in 1998. The quality assurance structures that exist at the time of writing were only legislated in 2001. However, instructional leaders say that the IQMS and its agencies such as the WSE, DAS and PMS do not address instructional leadersâ classroom implementation problems. To address such problems, some recommendations were made. The most important recommendations that are made in chapter 7 are that besides accreditation, the DoE should consider adopting a collaborative quality culture and quality assurance systems in the further development of C2005. The research recommends that the DoE consider allocating more money for transformation, training more learning facilitators and instructional leaders thoroughly and strongly support them. The research also recommends that the DoE selectively adopt some elements of established quality assurance systems such as the Total Quality Management and International Standards Organisation system (ISO 9000) to inject quality culture into all planning and development of C2005. The DoE is advised to take more time to plan and implement well-researched and piloted recommendations resolutely. These improvements are provided for in the guidelines of a quality assurance framework that is proposed by this research and points to future research to achieve cohesive quality implementation of C2005 in its latest form as NCS.

The main purpose of this study is to inquire, from a didactical perspective, into the question of teaching mathematics for mathematical literacy in secondary and high schools in the district of Maseru, Lesotho. In the study, mathematical literacy and didactical practices relating to mathematics are viewed as related variables that directly impact upon each other. In order to appropriately place the concept of didactical practices in school mathematics education, the study engages support from literature to explore a range of related areas in mathematics education and in mathematical literacy. These areas include, amongst other factors, aspects such as: the position of mathematics in education, the role, meaning and neighbours of mathematics education, and the psychological theories and philosophies that influence trends in didactical practices related to mathematics. In the study, mathematical literacy itself is defined from different perspectives. In the light of these definitions, the study views mathematical literacy as the individualâs aggregate of mathematical skills and knowledge that empowers the individual to participate meaningfully and make well-founded mathematical judgements in a society that is imbued with technology. Didactical practices and the nature of mathematics that are purported to inculcate mathematical literacy in learners are discussed, in the study, to serve as a premise on which the teaching of mathematics, for mathematical literacy in secondary and high schools in the district of Maseru, is investigated. The investigation itself seeks to establish the current didactical practices relating to mathematics, which are employed in secondary and high schools in the district of Maseru, Lesotho, and to determine the extent to which these didactical practices correspond to and correlate with indicators of teaching mathematics for mathematical literacy. The study further examines whether the nature (content, objectives, and recommended didactical practices relating to mathematics) of the mathematics curriculum offered in the district of Maseru, concurs with that recommended in literature on teaching mathematics for mathematical literacy. In conclusion, the investigations of the study culminate in assessing which didactical practices relating to mathematics still need to be improved, embraced, or redefined. Recommendations based on the findings of the study include: the use of open-ended problem solving techniques, real-life problem investigations, and the use of projects as a didactical approach. Other recommendations are: themes across the school curriculum should be unified, real-life data should be used in statistics and probability, and mathematics problems should encompass actual, real-life problems rather than contrived problems related to real life situations.

No abstract available.

This study, based on the critical theory approach, examines the provisioning of reading and information resources to learners through the availability of school library services since the advent of South Africaâs democratic dispensation in 1994. Of particular concern is governmentâs planning on national and provincial level for the provisioning of school library services and the documents that were compiled in this regard. The provisioning of school library services, planning for it and reflecting on it, however, cannot take place without recognising international trends and developments. Therefore the study started by examining the worldwide information and communication revolution and its effect on the community and the economy, as well as its effect on access to reading and information resources and education. The underlying question is what relevance school libraries still have in a world driven by information and communication technology. It seems that people in the education and the library and information sphere are still convinced that a well functioning library could contribute to education that prepares learners for life. School libraries are especially important for the support of resource-based learning. Research reports also indicate improved academic results where teaching and learning are supported by good school library practice. As part of the background study an examination was done of the provisioning of school library services in two developed countries, namely the United States of America and Australia, and two developing countries, namely Botswana and Namibia. The latter two are especially important because South Africa is also largely a developing country. Both use different kinds of classroom collections to give learners access to reading and information resources. The USA and especially Australia, in spite of their status as developed countries, also use combined school and public libraries (often referred to as school community libraries) where it offers a practical solution. It is especially in rural, sparsely populated areas, where it can be found. The focus then moves to the South African school library situation that is examined within a changing and developing dispensation. The central framework within which education provisioning takes place, is also examined. In this regard the Constitution, policy and legislation, inter alia, were discussed. It is clear that, from South Africaâs developing context, the provisioning of access to school library services could make a contribution as many learners, because of their socio-economic circumstances, do not have easy access to reading and information resources. Furthermore it is, because of the methodology of South Africaâs outcomes-based curriculum, highly desirable that teachers and learners should have access to various information resources. However statistics indicate very little progress in the availability of school libraries since 1994. Constitutionally and in terms of legislation the state is obliged to provide education of an acceptable quality to all the school learners of the country. Notwithstanding school library services did not figure strongly in the governmentâs broad education framework, its education policy, legislation, funding and curriculum in the decade after 1994. However lately, especially since 2006, the references of the minister of education to the necessity of school libraries are increasing. It is especially in terms of reading support and the improvement of reading skills that school libraries are mentioned. In the light of the huge need of school libraries this study further examined the planning for school library provisioning that was done after the 1994 election by the provincial governments and the national government. It examined the available documentation with regard to aspects such as school library accommodation, staff, library collections, provisioning and governing structures, policy, funding, legislation, co-operation and optimal utilisation of resources. Eventually a number of recommendations were made that could improve the school library situation and learnersâ access to reading and information resources. The most important of these is, in accordance with the constitutional principle of cooperative governance, the acceptance of an integrated approach to the provisioning of school library services that includes support from public libraries and the provincial library services.

The primary aim of the research was to identify different aspects that need to be taken into account when structuring a powerful learning environment for the teaching and learning of history in the FET Band. In doing so the researcher focused on and adopted the Flemish notion of âPowerful Learning Environmentâ as espoused by amongst others De Corte and Masui (2004), and Donovan and Bransford (2005). History teaching in South African schools has faced challenges and was subject to change throughout the ages. Some of these challenges included the way in which history was taught in schools, the nature of its content and the impact that these had on peopleâs perception of history as a school subject (Kapp, 1994, Pandor, 1994, De Villiers, 1998, Van Eeden, 1999, Twala, 2003, Asmal, 2003). The researcher focused on two challenges, namely to determine history teachersâ and learnersâ perception of the teaching and learning of history as well as determining the current status of the teaching and learning of history in the FET Band of schools with the Free State province. Findings from these two aspects were used to create guidelines for the structuring of a powerful learning environment for the teaching and learning of history. The study further proposes that history teachers require a thorough understanding of Outcomes-based education in South Africa, historical developments in the teaching of history in South Africa and internationally, learning and developmental theories and knowledge about learning environments so that they can structure powerful learning environments. The research design involved a quantitative method and the data was collected by means of a five point Lickert scale questionnaire. The questionnaires included statements about perception of history teaching and also sought to determine the current status of history teaching and learning by focusing on the teaching and learning strategies employed. The sample consisted of 96 teachers and 697 learners throughout the Free State province who participated in the study. The data for the research was analyzed by means of the SPSS at the University of Free State. The research findings suggest that both learners and teachers of history have a positive attitude towards History as a school subject. With regard to the approaches that are used during history lessons, the research revealed that there was a need to improve on the following three characteristics of learning environment, namely community-centred learning environment, learner-centred learning environment and assessment-centred learning environment. History teachers therefore need to be empowered to use constructivist teaching methodologies that will not only ensure the development of appropriate historical skills and the acquisition of historical content, but will also improve interaction within the class and enhance the nature of assessment.

South Africaâs performance record in the international arena together with reports of national quality assurance bodies released in recent years have highlighted the alarmingly poor results in the educational accomplishments specifically amongst learners in the further education and training school sector. An analysis of school learning achievements compared to national and international benchmarks has indicated that an improvement in the quality of learning output remains one of the biggest challenges facing the South African educational system. Finding means to improve the performance of learners as well as the quality of the education learners receive is a major priority for all stakeholders. Despite vigorous attempts of the national department (DoE) to develop initiatives and programs aimed at improving learner achievements, minimal progress has been achieved. Umalusi, the quality assurance body for Further Education and Training (FET), intends to address this problem as one of its top priorities. Existing literature indicate that strengthening the assessment practices currently employed could result in improved teaching, learning and assessment whilst simultaneously enhancing quality assurance in schools. There is a marked variation in performance of schools throughout the country. An attempt was therefore made to identify constraints leading to the different performance levels of schools. Schools for the research were selected from different categories: good, average and low performing schools based on the performance of their 2009 grade 12 results. The goal this study pursued was to provide a theoretical underpinning of assessment at school level from a quality assurance perspective. Information assimilated from contemporary literature, was utilised to develop a questionnaire with the aim to investigate teachersâ awareness of quality assurance measures that should be implemented during assessment practices in schools. Additionally, it aimed to determine whether teachers assess learners in totality and also to investigate the extent of quality assurance measures being employed. A qualitative study was also conducted to strengthen the quantitative findings. Results indicated that various constraints impeding the implementation and application of quality assurance were present and that these constraints affected the performances of the learner. This was made evident in the data analysis where teachers of the different school groupings were compared in respect of their awareness and understanding of assessment and quality assurance measures. Findings of what were considered good assessment practices in the study were compared with those in the existing literature review which enabled the researchers to make recommendations pertaining to the improvement of assessment practices and enhancement of quality assurance.

There is a crisis in mathematics teaching and learning in South Africa. Both national and international tests have shown that South African learners do not have the mathematical knowledge and skills that are expected of them at a certain age. Research has proven that the effective use of formative assessment can assist to improve learnersâ performance in mathematics. However, for this to happen a very specific teaching-learning environment should prevail in mathematics classrooms. The aim of this study is twofold: Firstly, it investigated whether mathematics teachers at certain schools used formative assessment to improve learnersâ performance in their mathematics classrooms and to establish the extent of their use of formative assessment for this purpose. Secondly, the study considered whether these teachers created suitable teaching-learning environments in which effective formative assessment could take place in their classrooms. Both national and international sources were used in the literature study to investigate formative assessment in the outcomes-based paradigm. The researcher concluded that formative assessment is best described in terms of seven attributes. These attributes and how they should be applied in mathematics classrooms to improve teaching and learning were investigated. Furthermore, the researcher investigated the nature of teaching-learning environments that would support the effective use of formative assessment in mathematics classrooms. A combined research design, that included both qualitative and quantitative research methods, was used to investigate how formative assessment was being applied in certain grade 8 and 9 mathematics classrooms as well as the nature of the existing teaching-learning environments. Both the teachers and the learners at the participating schools took part in the study. The teachersâ classes were observed, whereafter interviews were conducted and the documents of both the teachers and the learners were analysed. Other data were collected using questionnaires answered by all learners taught by the teachers who participated in the research study. It was concluded that the participating teachers did not use formative assessment effectively to improve teaching and learning of mathematics. The teachersâ knowledge of formative assessment and their planning for its implementation were questioned. Teaching-learning environments did not satisfy the conditions needed to support effective formative assessment in mathematics classrooms. The importance of effective training for teachers was recommended. Nonetheless, training can only succeed if it is followed by in-school support of teachers. The role of the mathematics learning facilitator (subject advisor) and/or senior mathematics teachers can be extended by using section B of the learnersâ questionnaire as a diagnostic instrument to identify teachersâ shortcomings regarding formative assessment as well as to establish suitable teaching-learning environments. The learners of the specific teacher (who is being supported in the use of formative assessment) will complete this questionnaire. Classroom observations and interviews conducted with the mathematics teacher will be used to find possible reasons for the identified shortcomings. This should be followed by support to the teacher in order to eliminate problem areas. However, support should not occur in a single session only, but should rather be a continuous process where the teacher and learning facilitator/senior teacher work together to ensure a high standard of teaching mathematics to learners.