The research focuses on the role of the principal in the implementation of the Revised National Curriculum Statement (RNCS) in Tshwane North District 3. The district is characterised by urban areas, townships and informal settlements. Educators in schools in these areas are well qualified; however, schools in the informal settlement lack resources and facilities. Thus, the curriculum implementation problems experienced by principals and educators in the informal settlements differ from those of principals and educators in urban schools. The amendment of the Curriculum 2005 through the RNCS introduced innovations in schools and changed the principal's role in its implementation. A literature review provided a conceptual framework and covered requirements for successful curriculum implementation, the principal's role therein and relevant training for principals. An empirical investigation using a qualitative approach was conducted and data gathered by interviews with principals, officials from the Department of Education and educators. Finally, a synopsis of the findings and recommendations for further research are provided. / EDUCATIONAL STUDIES / MED (EDUC MANAGEMENT)

Thesis (Ph.D. (Language Education)) --University of Limpopo, 2018 / Despite the introduction of a number of educational policies and measures (for example, the Foundation for Learning Campaign, the National Reading Strategy (2008), Integrated National Literacy and Numeracy Strategy (INLNS) (Department of Basic Education, 2011), Certificate in Primary English Language Teaching (CiPELT)) in 2012-13 to increase the quality of education during and over twenty three years of democracy in South Africa, there are still problems with regard to reading levels of rural South African learners in the intermediate phase. The in/ability to read at grade level, still persist even after the introduction of teaching of English as a subject from Grade 1 in all schools as prescribed by CAPS. Available literature on reading in/abilities in South African schools concedes that the problem lies in the primary schools. The aim of this study was to investigate and determine an effective approach to teaching reading skills in the intermediate phase. I employed convergent parallel design as both the quantitative and qualitative strands were used concurrently and equally. The convergent parallel design is suitable for this study as it allows me to compare and contrast quantitative statistical results with qualitative findings for corroboration and validation purposes. The four main approaches which are; Phonemic awareness, Read-aloud, Shared Reading and Guided Group Reading were tested through the employment of an intervention administered to individual groups of grade 4 learners applying a particular approach for seven weeks. In the light of the aim of the study, it is clear from data presentation that Read-aloud approach yielded better results in terms of developing and promoting reading skills in the rural intermediate phase. Results of post-intervention comprehension test show that the Read-aloud group had remarkable improvement in terms of the number of learners who could read at an acceptable level. Teachers’ experiences about an effective approach were explored through the questionnaire and interviews; and their responses corroborated findings from learners’ post-intervention comprehension test. Nevertheless, Group Guided Reading should not be ignored as the group that was taught reading using this approach had significant improvement that was corroborated by teacher participants’ responses in both the questionnaire and interviews. Thus, in this study I argue that Read-aloud promote and develop reading skills in the rural intermediate phase.

<p>This study explore the capabilities of Intermediate Phase (grades 4-6) learners in a Quintile 1 school in the Metro Central of Cape Town, through the lens of the capabilities approach theorized by Amartya Sen. This approach relates to how learners are able to utilize their capability sets to attain functionings in the face of poverty i.e. attain the freedom to live the kind of life they value. The study has chosen the capabilities approach because of its high interdisciplinary and multidimensional characteristics. This makes it appropriate to the South Africa context which is characterized by inequality, deprivation and segregation. In this regard, the study explores the features of poverty and forms of capabilities in relation to Intermediate Phase Learners in Quintile 1 Schools. Furthermore the study attempts to explain the effect of poverty on the capabilities of this group of learners in a selected Quintile 1 school in the Metro Central of Cape Town.</p>

The diffusion of small-molecule penetrants in polyethylene is hindered by impenetrable crystals and by the segmental constraints imposed by the crystals on the penetrable phase. Liquid and vapour n-hexane sorption/desorption measurements were performed on metallocene catalyzed homogenous poly(ethylene-co-octene)s. It was shown that the fractional free volume of the polymer penetrable component increased with increasing amount of penetrable polymer. It also increased with the relative proportion of liquid-like component in the penetrable polymer fraction. The detour effect was found to increase with decreasing crystallinity. The experimental study of the morphology of the polymers showed that the geometrical impedance factor followed the same trend with increasing crystallinity as the data obtained from n-hexane desorption. The changes in phase composition and character upon n-hexane sorption were monitored with Raman spectroscopy, WAXS and NMR spectroscopy. Partial dissolution of the orthorhombic and the interfacial component was observed upon nhexane sorption. Changes in the character of the components were furthermore analyzed: an increase of the density in the crystalline component and a decrease of the density in the amorphous component were observed in the n-hexane-sorbed-samples. Molecular dynamics simulations were used for studying diffusion of n-hexane in fully amorphous poly(ethylene-co-octene)s. The branches in poly(ethylene-co-octene) decreased the density by affecting the packing of the chains in the rubbery state in accordance with experimental data. Diffusion of n-hexane at low penetrant concentration showed unexpectedly that the penetrant diffusivity decreased with increasing degree of branching. Spherulitic growth was mimicked with an algorithm able to generate structures comparable to those observed in polyethylene. The diffusion in the simulated structure was assessed with Monte Carlo simulations of random walks and the geometrical impedance factor of the spherulitic structures was calculated and compared with analytical values according to Fricke’s theory. The linear relationship between geometrical impedance factor and crystallinity in Fricke’s theory was confirmed. Fricke’s theory, however, underestimated the crystal blocking effect. By modelling systems having a distribution of crystal width-to-thickness ratio it was proven that wide crystals had a more pronounced effect on the geometrical impedance factor than is indicated by their number fraction weight. / QC 20100909

<p>This study explore the capabilities of Intermediate Phase (grades 4-6) learners in a Quintile 1 school in the Metro Central of Cape Town, through the lens of the capabilities approach theorized by Amartya Sen. This approach relates to how learners are able to utilize their capability sets to attain functionings in the face of poverty i.e. attain the freedom to live the kind of life they value. The study has chosen the capabilities approach because of its high interdisciplinary and multidimensional characteristics. This makes it appropriate to the South Africa context which is characterized by inequality, deprivation and segregation. In this regard, the study explores the features of poverty and forms of capabilities in relation to Intermediate Phase Learners in Quintile 1 Schools. Furthermore the study attempts to explain the effect of poverty on the capabilities of this group of learners in a selected Quintile 1 school in the Metro Central of Cape Town.</p>

The research focuses on the role of the principal in the implementation of the Revised National Curriculum Statement (RNCS) in Tshwane North District 3. The district is characterised by urban areas, townships and informal settlements. Educators in schools in these areas are well qualified; however, schools in the informal settlement lack resources and facilities. Thus, the curriculum implementation problems experienced by principals and educators in the informal settlements differ from those of principals and educators in urban schools. The amendment of the Curriculum 2005 through the RNCS introduced innovations in schools and changed the principal's role in its implementation. A literature review provided a conceptual framework and covered requirements for successful curriculum implementation, the principal's role therein and relevant training for principals. An empirical investigation using a qualitative approach was conducted and data gathered by interviews with principals, officials from the Department of Education and educators. Finally, a synopsis of the findings and recommendations for further research are provided. / EDUCATIONAL STUDIES / MED (EDUC MANAGEMENT)

Magister Educationis - MEd / This study explore the capabilities of Intermediate Phase (grades 4-6) learners in a Quintile 1 school in the Metro Central of Cape Town, through the lens of the capabilities approach theorized by Amartya Sen. This approach relates to how learners are able to utilize their capability sets to attain functionings in the face of poverty i.e. attain the freedom to live the kind of life they value. The study has chosen the capabilities approach because of its high interdisciplinary and multidimensional characteristics. This makes it appropriate to the South Africa context which is characterized by inequality, deprivation and segregation. In this regard, the study explores the features of poverty and forms of capabilities in relation to Intermediate Phase Learners in Quintile 1 Schools. Furthermore the study attempts to explain the effect of poverty on the capabilities of this group of learners in a selected Quintile 1 school in the Metro Central of Cape Town. / South Africa

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Thesis (M. Ed. (Education Studies)) -- University of Limpopo, 2021 / The purpose of the study was to examine how the transition process from the foundation to the intermediate phases could be properly managed to minimise challenges that are part of it, some of which disturb a smooth integration into the intermediate phase. This is a qualitative case study which employed interviews, document review and observation methods to collect data. Data were analysed through the thematic content analysis and the constant comparative methods. Findings of the study revealed amongst others that shifting of language of instruction from mother tongue in the foundation phase to English in the intermediate phase requires attention. In addition, changed teachers’ handwritings from foundation to intermediate gave learners a problem. Finally, teachers who were not trained to teach a foundation phase were found to be complicating the transition from the foundation to the intermediate phases by learners. On the basis of the shared findings, the researcher recommends that English be made a language of instruction from the foundation phase, not from the intermediate phase as it is the currently the case in primary schools The researcher further, recommends that it be made mandatory for teachers from the foundation and intermediate phases to use print method when writing inside the classroom with learners as a way of addressing the problem of different handwritings by teachers. Some of teachers’ handwritings give learners a huge problem to see clearly. Hence the recommendation of the print method. Finally, the researcher strongly recommends that only well trained and qualified teachers be permitted to teach foundation and intermediate phases. This is likely to ascertain that a good educational foundation is laid at an early stage, when learners are still so young and cognitively highly receptive.