This study encompasses a reflection of the way back at the beginning of the democratic South Africa when there was an immense yearning for a curriculum which could transform the education system in South Africa into a new national system for schools. After numerous attempts, in search of a tangible, user-friendly curriculum, Curriculum and Assessment Policy Statement (CAPS) was finally brought forth and at the moment, it is regarded as being the turning point of our education system and also geared at promoting the highest possible standard of education in all schools in South Africa. This study investigates some problems experienced at the apex of the management and implementation of CAPS, especially in some schools in rural areas. It focuses on some of the drawbacks which are putting a strain on the smooth running of schools during these prime stages of curriculum implementation such as disciplinary problems, overcrowded classes, large workloads for educators, the gap between well-resourced and under resourced schools as well as non-delivery of textbooks to schools in some provinces. This study examines how school management teams (SMTs), imbued with management and leadership responsibilities are able to put up systems that will ensure that evaluation, assessment and monitoring tools are utilised effectively in support of teaching and learning in schools. It is against this background that this study is therefore informed and guided by the instructional leadership paradigm which, if correctly engaged, can effectively strengthen curriculum management and implementation. For the purpose of conducting empirical research, the mixed method design was used as it offers a wider scope of collecting data and promotes triangulation. Six schools were selected on the basis of proximity to the school I am attached to, two primary schools and four secondary schools. All these were done after having obtained ethical clearance with the College of Education at Unisa and permission from the Limpopo Department of Education. Questionnaires were distributed to all educators in the six schools to fill, while one-to-one interviews were conducted with the principals of each of the six selected schools. The research highlighted that instructional leadership is critical in the implementation of CAPS with the SMTs members affirming their commitment to various aspects of instructional leadership. Furthermore, the findings also affirmed the opportunities that shared leadership offered schools to share moral purpose. However, the findings also enumerate lack of resources, lack of curriculum knowledge and larger workloads of teachers as crucial factors that inhibit the implementation of CAPS. As a result of this research, a number of recommendations and opportunities for further research are offered to Limpopo schools and their SMTs, the systemic authorities responsible for Limpopo Education and for those responsible specifically for policy making and curriculum development in the South African education system. / Educational Leadership and Management / D. Ed. (Education Management)

Text in Afrikaans / Summary in Afrikaans and English / This study is an attempt to analyse and describe syncretism as an encompassing phenomenon from a historical-educational perspective. In recent times, the ideas of globalization, the influence of modern science, as well as certain ideas concerning modern education, are closely related to the manifestation of syncretism. A study of various exemplars from the past and present disclosed the essences of syncretism, thus unveiling the religious growth-motives that underlie syncretism, which also played an important role in the development of Western civilization and the modem world. The multi-faith idea (the idea of unity and synthesis), the idea of secularization, and the idea of relativity, were identified as prominent characteristics of syncretism. The identification and analysis of the essences of syncretism and supporting religious principles. become possible when syncretism is set in opposition to the Biblical and reformational thought processes. Bible-based education provides an alternative to syncretism in a fast changing and post-modern world. It gives perspective on the instruction to people to care for and develop God's creation. The intrinsic characteristics of Bible-based education were used as evaluation criteria in an attempt to expose syncretism. The characteristics of Bible-based education which also provide a framework for establishing a corrective to the problematic educational situation, are the following: • the acknowledgement of the Holy Trinity as central to man's existence; • the Bible/Holy Scriptures as essential for a Christian world and life view; • the essence of a Christian anthropology; • education as the fulfilment of God's covenant with man; • the directive role of Bible-based norms; • the transfer of culture through education • Biblical cosmology as an expression of the Christian faith; • the reformational aspect of Bible-based education. In the evaluation of syncretism, it was discovered that the relationship between man and the Holy Trinity would be negatively affected if the Christian religion were not regarded as the only source of truth concerning the salvation of man and the true meaning of life. The influence of syncretism necessitates a reformational and antithetical approach, which constantly emphasises the importance of the educator's role in the teaching and education of the child in the modem educational system. / In hierdie studie word gepoog om die sinkretisme as omvattende verskynsel vanuit 'n histories-opvoedkundige perspektief te ontleed en te omskryf. Die globaliseringsverskynsel, die inwerking van die modeme wetenskap en bepaalde idees in die moderne onderwys hang saam met die manifestasie van die sinkretisme in die eietyd. In 'n eksemplariese verlede- en eietydse studie is grondig ondersoek ingestel na tendense en verskynsels wat die wesenlike van die sinkretisme openbaar. Religieuse grondmotiewe in die Westerse beskawingsontwikkeling het 'n wesenlike bydrae gelewer tot die opkoms van die sinkretisme van die moderne wereld. Die wesenskenmerke wat prominent in die eksemplariese ondersoek betreffende die realisering van die sinkretisme gemanifesteer het, was die multireligieuse/intergeloofsidee en sintesedenke (eenheidsidee), die sekulariseringsverskynsel en die relatiwiteitsverskynsel. Die identifisering en ontleding van die wesenskenmerke van die sinkretisme en ondersteunende religieuse grondmotiewe word moontlik indien die sinkretisme teenoor die Bybelse en reformatoriese denkhouding gestel word. Bybelgefundeerde onderwys bied 'n altematief vir die sinkretisme in 'n snel veranderende en postmodeme wereld en gee perspektief aan die mens se beheersingsopdrag in die skeppingswerklikheid. Die wesenskenmerke van Bybelgefundeerde onderwys is as evalueringskriteria aangewend in 'n poging om die sinkretisme in sy ware gedaante te ontbloot. Die wesenskenmerke wat terselfdertyd die raamwerk vir die daarstel van 'n korrektief vir die problematiese onderwyssituasie bied, is: • God Drie-enig as sentrale uitgangspunt; • die Bybel/Heilige Skrif as essensieel vir 'n Christelike lewens en wereldbeskouing; • die Christelike mensbeeld (antropologie) as voorwaarde vir Bybel-gefundeerde onderwys • onderwys en opvoeding as die bevestiging van God se verbond met die mens; • die rigtinggewende rol van Bybelgefundeerde norme; • kultuuroordrag en Bybelgefundeerde onderwys; • die Bybelse skeppingsleer as 'n uitdrukking van die Christelike geioof; • die refonnatoriese/gereformeerde inslag van Bybelgefundeerde onder­wys In die evaluering van die sinkretisme is bevind dat die mens se grondverhouding met God Drie-enig aangetas word indien die Christelike godsdiens nie as die enigste bron van waarheid betreffende die mens se redding en toekomsverwagting beskou word nie. Die inwerking van die sinkretisme noodsaak in die moderne onderwyssisteem 'n reformatoriese en antitetiese denkhouding wat die mens deurlopend opskerp ten opsigte van sy rol as opvoeder in die opvoeding en onderwys van die kind. / Educational Studies / D. Ed. (History of Education)

Curriculum 2005 together with its learning areas has been introduced in South Africa in 1998. All learning areas, except Technology Learning Area, are not new. Technology is growing so rapidly that it gives so many challenges to people. These challenges include making technology part of our curriculum, formulating and adapting technological solutions to problems people may experience. We have to ask ourselves what technology or Technology Education means. Therefore, this study provides the meaning and the rationale for Technology Education in our curriculum. This study also attempts to shed light on the form of training educators should attend for Technology Education. Although there are different methods of training, for example PRESET and INSET, this study concentrates on various forms of INSET. INSET is chosen because it is a means through which the present need for Technology Education educators can be solved. The percentage of educators involved in part-time study will increase in relation to the number in full-time education. The closing down of some of colleges of education in South Africa reduces the use of PRESET and increases INSET as a means of educator training. The advantages of using INSET instead of PRESET are provided in this study. The National Teacher Audit of 1995 has shown that the quality of INSET in South Africa is poor. In addition, it seems the present ad hoc way of running INSET will not cope with challenges of training educators for Curriculum 2005 and Technology Education. Normally, INSET is the prime strategy for addressing problems in PRESET. Unfortunately, INSET has to train educators for Technology Education (Technology Learning Area) which was never touched by PRESET before. For this reason, this study provides an INSET model, guidelines and recommendations to make the suggested model of INSET work successfully. / Educational Studies / M. Ed. (Comparative Education)

This research explores the impact of curriculum changes on primary school teachers at Seshego Circuit, Limpopo Province. It focuses on issues that influence teachers implementing curriculum changes. Impact of curriculum changes was examined. Principals and teachers were the respondents. The study confirmed several consequences of curriculum change. In-service training is recommended to assist the necessary adjustments to curriculum changes. Sufficient time for training is required to avoid covering an excessive amount of work during too short a time. This results in confusion and discontent. Training enables teachers to feel confident and competent. Their task becomes rewarding for them. Curriculum changes are intended for the benefit of learners and teachers. Teachers should not be discouraged when they encounter some of the more challenging impacts of curriculum changes. Attitudes should also be motivated in subjects such as Mathematics. The Department of Education is exhorted to support and guide its teachers to become a force for the greater good of South Africa. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This study encompasses a reflection of the way back at the beginning of the democratic South Africa when there was an immense yearning for a curriculum which could transform the education system in South Africa into a new national system for schools. After numerous attempts, in search of a tangible, user-friendly curriculum, Curriculum and Assessment Policy Statement (CAPS) was finally brought forth and at the moment, it is regarded as being the turning point of our education system and also geared at promoting the highest possible standard of education in all schools in South Africa. This study investigates some problems experienced at the apex of the management and implementation of CAPS, especially in some schools in rural areas. It focuses on some of the drawbacks which are putting a strain on the smooth running of schools during these prime stages of curriculum implementation such as disciplinary problems, overcrowded classes, large workloads for educators, the gap between well-resourced and under resourced schools as well as non-delivery of textbooks to schools in some provinces. This study examines how school management teams (SMTs), imbued with management and leadership responsibilities are able to put up systems that will ensure that evaluation, assessment and monitoring tools are utilised effectively in support of teaching and learning in schools. It is against this background that this study is therefore informed and guided by the instructional leadership paradigm which, if correctly engaged, can effectively strengthen curriculum management and implementation. For the purpose of conducting empirical research, the mixed method design was used as it offers a wider scope of collecting data and promotes triangulation. Six schools were selected on the basis of proximity to the school I am attached to, two primary schools and four secondary schools. All these were done after having obtained ethical clearance with the College of Education at Unisa and permission from the Limpopo Department of Education. Questionnaires were distributed to all educators in the six schools to fill, while one-to-one interviews were conducted with the principals of each of the six selected schools. The research highlighted that instructional leadership is critical in the implementation of CAPS with the SMTs members affirming their commitment to various aspects of instructional leadership. Furthermore, the findings also affirmed the opportunities that shared leadership offered schools to share moral purpose. However, the findings also enumerate lack of resources, lack of curriculum knowledge and larger workloads of teachers as crucial factors that inhibit the implementation of CAPS. As a result of this research, a number of recommendations and opportunities for further research are offered to Limpopo schools and their SMTs, the systemic authorities responsible for Limpopo Education and for those responsible specifically for policy making and curriculum development in the South African education system. / Educational Leadership and Management / D. Ed. (Education Management)

Problem-based learning (PBL) is an active teaching strategy that could be implemented in the South African educational system to assist in developing problem-solving skills, critical thinking skills, collaborative skills, self-directed learning and intrinsic motivation in students. Even though it is not easy to drift from a teacher-centred strategy to a student-centred strategy, but this drift is supposed to be a paradigm drift for the nation. ‘Physics is difficult’ has been the anthem of students in South African high schools. This has led to lower pass rates in physics and as a result low physics career person in society. Physics students in high schools need to be exposed to the PBL strategy since the PBL strategy focuses on real-life problems to develop problem-solving skills, critical thinking skills and self-directed learning in students which are the skills needed for concept formation in Physical Science. Basically, the education of Physical Science students focused on the ability to acquire skills to solve real-life problems. This study focuses on exploring the experiences of high school physics teachers at Entsikeni cluster, South African, when implementing problem-based learning (PBL) in their physics classrooms. The study uses the mixed-method approach where three different research instruments were used to collect quantitative and qualitative data sequentially. Questionnaires, RTOP and interview protocol were employed. The findings of the study indicate that teachers project positive attitudes toward the PBL strategy but may probably not continue to use it because it requires more time than that which is allocated in the Curriculum Assessment and Policy Statement (CAPS) Physical Science document and as a result may not be able to finish their ATP on time. Teachers are teaching physics with no specialization in physics, which probably could lead to poor, pass rates in Physical Science. Teachers were inexperienced in teaching physics in the FET and could probably affect students’ academic performance. It is recommended they apply the PBL strategy to correct the negative effect of their inexperience on students’ performance. It is evident that if inexperienced trained teachers apply an instructional strategy based on research, they tend to develop students' performance as compared to applying the traditional instructional strategy. / Science and Technology Education / M. Sc. (Physics Education)