台北市身心障礙領域工作整合型社會企業之浮現，與鑲嵌在身心障礙福利改革脈絡中庇護工場之組織變遷有關。職此，本研究旨從歷史制度論觀點，結合文獻分析法與深度訪談法，探討我國庇護工場、工作整合型社會企業相關政策立法之歷史變革，並研究行動者與身心障礙福利制度之間的交互作用如何形塑台北市非營利身心障礙就業組織制度場域—從庇護工場到現行庇護工場與工作整合型社會企業兩種制度並立的演進歷程，進而理解身心障礙領域工作整合型社會企業的現況挑戰與未來發展圖像。主要的研究發現如下：首先，台北市非營利身心障礙組織創建工作整合型社會企業的外生動因包括，政府補助誘因、身心障礙就業相關法規與政策之瑕疵、沉痾的身心障礙者失業問題、外在財務資源的緊縮、日益盛行的社會企業概念；而內在動因則主要是組織為實踐其理念宗旨與招募合適的經營管理人才兩面向。其次，台北市身心障礙領域工作整合型社會企業成立的關鍵時刻為第三部門組織採納台北市勞動局於2011年所研擬之政策方案；此外，部分由庇護工場所轉型的工作整合型社會企業發生了路徑依賴現象。最後，未來台北市身心障礙領域工作整合型社會企業可發展網絡與協力夥伴關係，並有朝向「四重底線」、作為一般勞動市場而與庇護工場同時並存之發展趨勢。 / The emergence of work integration social enterprises (hereafter WISEs) for the disabled in Taipei is related to the organizational changes of sheltered workshops embedded in the context of the disability welfare reforms. Hence, this dissertation adopts the approach of historical institutionalism and the research methods of secondary literature analysis and in-depth interviews to discuss the historical changes of sheltered workshops and WISEs-related policies and legislation; to explore the interaction between actors and the disability welfare institutions in inducing the process of transformation from “sheltered workshop only” system to one where sheltered workshops and WISEs coexist; and to further discuss the challenges and future scenarios of WISEs for the disabled in Taipei. This study finds that firstly, the exogenous factors of the institutional transformation include: government’s policy incentives, the flaws of disability employment regulations and policies, persistent disabled unemployment issues, the tightening of external financial resources, and the growing popularity of the concept of social enterprise. The ideals of the non-profit organizations and the participation of management experts in these organizations appear to be the endogenous factors. The critical juncture of establishing WISEs for the disabled in Taipei is the implementation of WISE policy by some non-profit organizations in 2011. Path dependence is observed in the transformation of some sheltered workshops into WISEs. Finally, the prospects of WISEs for the disabled in Taipei are building resources network and the collaborative partnership, procuring the “quadruple bottom line”, and coexisting with sheltered workshops simultaneously.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

Le présent mémoire expose les effets de pratiques d’écriture de textes identitaires plurilingues, soutenues par des ateliers d’expression théâtrale plurilingues, sur le rapport à l’écrit d’élèves immigrants allophones nouvellement arrivés en situation de grand retard scolaire au secondaire, et ce, tout au long d’une recherche-action visant le développement de l’écriture. Puis, ces effets sont comparés avec ceux de pratiques traditionnelles d’enseignement de l’écriture. Un groupe expérimental et un groupe contrôle ont participé à cette étude de cas multiples. Des observations participantes et des entretiens individuels semi-dirigés ont permis de dresser le portrait du rapport à l’écrit des huit élèves participant à notre recherche. Dans ce rapport à l’écrit est considéré l’engagement dans la littératie des élèves, un concept clé à prendre en compte en didactique des langues secondes. Nous proposons ainsi l’étude d’une nouvelle notion : le rapport à l’écrit teinté du concept d’engagement (RÉ+). Les résultats de ce mémoire confirment la pertinence de l’approche novatrice mise en place, qui agit sur les quatre dimensions du RÉ+ (affective, praxéologique, conceptuelle et axiologique). Elle permet notamment aux élèves d’associer l’écriture à des sentiments positifs et les amène à poser un regard réflexif sur la langue associé au développement d’habiletés métacognitives. De tels effets sont différents de ceux de pratiques traditionnelles d’enseignement de l’écriture, qui ne paraissent pas en mesure d’engager pleinement, affectivement et cognitivement, les élèves dans les tâches d’écriture. / This study explores the effects of the writing of multilingual identity texts, supported by multilingual drama expression workshops, on the relationship with writing of French as a second language (FSL) learners. Additionally, we compare these effects with traditional teaching practices for writing. The participants were recent immigrants with limited prior schooling educated at the secondary school level. This multiple case study was performed with both an experimental group and a control group. Participant observations and semi-directed interviews were conducted with each of the eight participants in order to describe their relationship with writing. The main contribution of this research project is that the researcher links a key concept in second language teaching, students’ literacy engagement, to their relationship with writing. Thus a new notion is proposed: the FSL students’ relationship with writing enhanced by literacy engagement (designated with the abbreviation “RÉ+” in French). Results confirm the relevance of this innovative approach which has an influence on the four dimensions of RÉ+: affective, praxeological, conceptual and axiological. The benefits of this approach are that students associate writing with positive feelings. Moreover, they adopt an analytical point of view on language learning, which leads to the development of metacognitive abilities. In essence, the effects on RÉ+ are different from those of traditional writing teaching practices, which, in comparison, seem unable to fully engage students emotionally and cognitively in writing tasks.

L'apparition de parures de style oriental (ou « phénicien ») sur des sites chypriotes et égéens entre le XIIe et le VIIe s. av. J.-C. est un phénomène bien attesté. Sélectionnées sur le critère d'une ressemblance visible, on peut dresser une liste de parures, réalisées en or ou d'autres matières telles que le bronze, trouvées sur le continent grec (Tirynthe, Perati) et sur îles égéennes (Crète, Naxos, Kos et Rhodes).Cependant, la nature de ces échanges, qui ne suivent pas un schéma régulier, reste difficile à cerner. D'une part, il existe des parallèles visiblement étroits entre les parures chypriotes et d'autres découvertes en dehors de cette île. Elles semblent être issues de contacts directs entre les régions. L'étude sur leurs modèles de diffusion et d'autres, qui concernent les produits en métal plus que la céramique, permettent d'aller au-delà d'une étude comparative des parures. Ainsi, il s'est avéré que les contextes contenant non seulement des parures mais aussi d'autres objets d'aspect étranger sont relativement fréquents. Outre ce matériel, nous sommes confrontés à d'autres parures qui ne sont comparables que sous réserve. Leur apparence suggère la présence de contacts indirects, donc une circulation d'idées plutôt que d'objets. En ce qui concerne des futures études, les résultats des fouilles récentes menées sur le site postpalatial de Tirynthe se sont avérés particulièrement intéressants. De plus, il faut signaler que la question de l'origine de la fibule pose un problème qui n'a pas encore été résolu. / The appearance of jewellery of Near-Eastern origin at Cyprus and Greece is a well-known phenomenon which we meet also from the 12th to the 7th century BC. Well-known examples made from gold and from bronze were found at the Greek continent (Tiryns, Perati) and at the Aegean islands (Crete, Naxos, Kos, Rhodes).The nature of these overseas exchanges, however, can hardly be determined and does not follow any regular system. At the one hand, there are striking parallels between certain Cypriot pieces of jewellery and other specimens found outside of Cyprus. They seem to be the result of direct contacts. The studies of the contexts to which these objects belong allow us to go beyond the mere documentation of jewellery. Following this approach, it is evident that various tombs contained not only pieces of jewellery, but also other foreign objects. This seems to support our hypotheses about on-going overseas contacts. At the other hand, there are a number of items which appear to be local products inspired from Cypriot art. Obviously, they are the result of indirect contacts or of a spreading of ideas.Regarding future studies about Cypriot or Cypriot-inspired objects, the more recent discoveries made in Tiryns are particularly noteworthy. Furthermore, one has to consider that the problems related to the origin of the fibula, which occurs at the end of the Late Bronze Age, have still not been resolved.

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Made available in DSpace on 2016-04-28T20:40:13Z (GMT). No. of bitstreams: 1 Maria Cecilia Roth.pdf: 1037999 bytes, checksum: a84bb089e6c2eeaeb50eebcab9fe66a6 (MD5) Previous issue date: 2009-10-02 / Pontificia Universidade de São Paulo / Hospital psychology in Brazil started with the work of psychologists who began their activities as auxiliary to medical diagnosis. Thereafter, psychologists have gradually tried to define and understand their role together with patients who were hospitalized. Identifying psychological demand, in the presence of disease, has been a challenge for psychologists accustomed to the therapeutic setting of the clinic. Working and communicating with a multidisciplinary team, as well as understanding the dynamics of the hospital, has created new challenges for the hospital psychologist. Similarly, finding a new approach for the patient has required a deconstruction of the most traditional methods, as the merely verbal approach may be impossible since this patient is often unable to communicate verbally. Several studies, particularly with children, try to introduce new resources to the approach of the hospital patient such as music and visual arts (Oaklander) and play therapy ( Lindquist). As the number of professional psychologists is still small vis a vis the number of patients who could benefit from this assistance, developing other ways to deal with hospitalized patients becomes necessary. Tthe objectives of this research were to discuss how the music workshop may become a working resource of the hospital psychologist and how the participation of hospitalized patients with chronic kidney disease in the music workshop may facilitate the expression of meaningful life experiences. The research was developed in a specialization hospital located in the city of São Paulo with patients hospitalized for chronic kidney disease. The workshop was held twice a week for a period of 18 months in the corridor of the hospital. it was conducted by two musician-psychologists that played hillbilly guitar and guitar. The songs played were requested by the patients themselves. Five patients were interviewed (four men and one woman ), three of which had undergone a transplant some time before, one had just undergone a transplant and the last was still undergoing hemodialysis treatment. the interviews were done immediately after their participation in the workshop. in order to understand and discuss the patients experience of becoming sick we used concepts of the philosopher Martin Heidegger and followers as a theoretical reference. The main focus in analyzing the interviews was the way each interviewee dealt with his being ill . At the end of the research we were able to discuss the music workshop as a resource for hospital psychologists and what having participated in this workshop meant to the patients / A psicologia hospitalar teve início no Brasil a partir de trabalhos de psicólogos que iniciaram suas atividades como auxiliar no diagnóstico médico. A partir daí, foi o psicólogo, gradativamente, procurando definir e compreender seu papel junto aos pacientes afetados organicamente, na instituição hospitalar. Identificar a demanda psicológica na presença da afecção orgânica tem sido um desafio para psicólogos acostumados com o setting terapêutico de consultório.Trabalhar e se comunicar com uma equipe multiprofissional, bem como compreender a dinâmica da instituição hospitalar tem colocado o psicólogo hospitalar frente a novos desafios. Da mesma forma, encontrar uma forma de abordagem do paciente doente tem requerido deste profissional uma desconstrução dos métodos mais tradicionais de abordagem do paciente, como a meramente verbal, pois que o doente encontra-se muitas vezes impossibilitado de comunicar-se verbalmente. Vários trabalhos, em especial com crianças, procuram introduzir novos recursos para a abordagem do paciente hospitalizado como a música e artes plásticas (Oaklander) e a ludoterapia (Lindquist). Como o número de profissionais psicólogos nos hospitais em geral ainda é bastante pequeno frente ao número de pacientes internados que poderiam se beneficiar desse atendimento, faz-se necessário que outras formas de abordagem do paciente internado sejam desenvolvidas. Os objetivos desta pesquisa foram discutir como a Oficina de Música pode vir a ser um recurso de trabalho do psicólogo hospitalar e compreender como a participação do paciente renal crônico hospitalizado na Oficina de Música pode favorecer a expressão de vivências significativas. A pesquisa foi desenvolvida num hospital de especialidade de grande porte, na cidade de São Paulo, com pacientes renais crônicos internados. A oficina ocorreu duas vezes por semana por um período de 18 meses, no corredor no Hospital. Foi conduzida por dois psicólogos-músicos que tocavam viola e violão. As músicas tocadas eram as solicitadas pelos próprios pacientes. Foram entrevistados cinco pacientes, dos quais quatro homens e uma mulher, sendo que três estavam transplantados há algum tempo, um estava no pós- transplante imediato e outro ainda estava em hemodiálise. As entrevistas foram realizadas imediatamente após a participação dos mesmos na Oficina de Música. Para a compreensão e discussão do adoecer dos pacientes usamos como referencial teórico conceitos do filósofo Martin Heidegger e seguidores. O modo de ser-doente de cada entrevistado foi o foco central da análise das entrevistas. Ao final do trabalho pôde-se discutir sobre a Oficina de Música como um recurso para o trabalho do psicólogo hospitalar e sobre o que significou para esses sujeitos terem participado da Oficina de Música

La hausse démographique de la population des aînés dans le dernier tiers du XX siècle et leur désir d’une retraite productive où ils puissent réinventer une nouvelle étape de leur vie, ont produit un changement dans les salles de classes des institutions formelles et informelles au Québec. Les aînés d’aujourd’hui retournent aux salles de classes mais pas pour la même raison que lorsqu’ils étaient adolescents ou étudiants à l’université, là où l’éducation était connectée aux objectifs professionnels et à la promotion sociale, mais plutôt avec le désir d’intégration continue et de la croissance personnelle. Ce désir est traduit par un apprentissage tout au long de la vie. En effet, l’éducation du Troisième âge devient importante, ainsi que la gérontagogie (branche de la gérontologie) qui étudie le processus d’apprentissage des aînés. Le rôle des Universités du troisième âge (UTA) demeure important mais aussi celui des institutions diverses comme par exemple les « Elder Hostels » et les Centres Communautaires. Dans ce contexte-ci, et basé sur nôtre expérience d’animateur d’ateliers d’espagnol d’une Université (de la province) du Québec, nous présentons quelques méthodologies et stratégies appliquées aux cours d’espagnol langue étrangère (ELE). Ces méthodologies et stratégies sont résumées dans un journal du professeur qui nous aidera à observer le niveau d’efficacité de celles-ci dans les ateliers de conversation. Ainsi, nous avons la possibilité de créer notre propre approche méthodologique qui pourra venir en aide à d’autres professeurs d’espagnol. / The demographic growth of the senior population in the last third of the XX century, and their desire to choose a productive retirement which allows them to reinvent themselves in this new stage of their life, have resulted in changes in the environment in the classroom of formal and informal educational institutions in Quebec. Today’s seniors return to school with very different objectives from the time they were teenagers or university students, when education was connected to career goals and social advancement. They want to return for personal growth through life-long learning. Actually, as our population ages, Third Age Education has become increasingly important along with the area of Gerontagogy (branch of Gerontology) which addresses the learning needs of seniors. In addition, the role of the Universities of Third Age and other institutions such the Elder Hostels and Community Centers dedicated to seniors becomes more important. In this context, and based on our own experience as an instructor of Spanish workshops at a university in the province of Quebec, we introduce some of the methodologies and strategies applied in our courses of Spanish foreign language (ELE). These methodologies and strategies are summarized in our teacher diary. The teacher diary will help us to observe the level of effectiveness of these strategies in conversation workshops, which in turn, will allow for the creation of our own methodological approach. Hopefully this will help other Spanish teachers of seniors. / El aumento demográfico de la población de adultos mayores en el último tercio del siglo XX y el deseo de los mismos en optar por una jubilación productiva que los lleve a reinventarse en una nueva etapa de su vida, han producido un cambio en las aulas de las instituciones formales e informales en Quebec. Los adultos mayores de hoy vuelven a las aulas, pero no de manera formal como cuando eran adolescentes o universitarios, donde la educación estaba conectada con los objetivos profesionales y la promoción social, sino con un deseo de continua integración y de crecimiento personal. Este deseo se traduce en un aprendizaje a lo largo de la vida. En efecto, la educación de la tercera edad cobra importancia al surgir la gerontagogía (rama de la gerontología) que sigue los procesos de aprendizaje en edades avanzadas. Además, por un lado se acrecienta el rol que adoptan las Universidades de la Tercera Edad en todo este cambio, y por otro se refuerzan las demás instituciones relacionadas con el adulto mayor, como los Elder Hostels y los centros comunitarios para mayores. En este contexto y basándonos en nuestra experiencia de instructor de talleres de conversación de español en una universidad de Quebec, exponemos algunas de las metodologías y estrategias que han sido aplicadas en las clases de ELE con alumnos mayores, y que son luego resumidas en un diario del profesor. De esta manera, el diario nos ayuda a observar el grado de efectividad de estas estrategias en los talleres de conversación, estableciendo nuestro propio enfoque metodológico, que esperamos pueda servir a otros profesores de español dedicados a enseñar a este grupo generacional.

La hausse démographique de la population des aînés dans le dernier tiers du XX siècle et leur désir d’une retraite productive où ils puissent réinventer une nouvelle étape de leur vie, ont produit un changement dans les salles de classes des institutions formelles et informelles au Québec. Les aînés d’aujourd’hui retournent aux salles de classes mais pas pour la même raison que lorsqu’ils étaient adolescents ou étudiants à l’université, là où l’éducation était connectée aux objectifs professionnels et à la promotion sociale, mais plutôt avec le désir d’intégration continue et de la croissance personnelle. Ce désir est traduit par un apprentissage tout au long de la vie. En effet, l’éducation du Troisième âge devient importante, ainsi que la gérontagogie (branche de la gérontologie) qui étudie le processus d’apprentissage des aînés. Le rôle des Universités du troisième âge (UTA) demeure important mais aussi celui des institutions diverses comme par exemple les « Elder Hostels » et les Centres Communautaires. Dans ce contexte-ci, et basé sur nôtre expérience d’animateur d’ateliers d’espagnol d’une Université (de la province) du Québec, nous présentons quelques méthodologies et stratégies appliquées aux cours d’espagnol langue étrangère (ELE). Ces méthodologies et stratégies sont résumées dans un journal du professeur qui nous aidera à observer le niveau d’efficacité de celles-ci dans les ateliers de conversation. Ainsi, nous avons la possibilité de créer notre propre approche méthodologique qui pourra venir en aide à d’autres professeurs d’espagnol. / The demographic growth of the senior population in the last third of the XX century, and their desire to choose a productive retirement which allows them to reinvent themselves in this new stage of their life, have resulted in changes in the environment in the classroom of formal and informal educational institutions in Quebec. Today’s seniors return to school with very different objectives from the time they were teenagers or university students, when education was connected to career goals and social advancement. They want to return for personal growth through life-long learning. Actually, as our population ages, Third Age Education has become increasingly important along with the area of Gerontagogy (branch of Gerontology) which addresses the learning needs of seniors. In addition, the role of the Universities of Third Age and other institutions such the Elder Hostels and Community Centers dedicated to seniors becomes more important. In this context, and based on our own experience as an instructor of Spanish workshops at a university in the province of Quebec, we introduce some of the methodologies and strategies applied in our courses of Spanish foreign language (ELE). These methodologies and strategies are summarized in our teacher diary. The teacher diary will help us to observe the level of effectiveness of these strategies in conversation workshops, which in turn, will allow for the creation of our own methodological approach. Hopefully this will help other Spanish teachers of seniors. / El aumento demográfico de la población de adultos mayores en el último tercio del siglo XX y el deseo de los mismos en optar por una jubilación productiva que los lleve a reinventarse en una nueva etapa de su vida, han producido un cambio en las aulas de las instituciones formales e informales en Quebec. Los adultos mayores de hoy vuelven a las aulas, pero no de manera formal como cuando eran adolescentes o universitarios, donde la educación estaba conectada con los objetivos profesionales y la promoción social, sino con un deseo de continua integración y de crecimiento personal. Este deseo se traduce en un aprendizaje a lo largo de la vida. En efecto, la educación de la tercera edad cobra importancia al surgir la gerontagogía (rama de la gerontología) que sigue los procesos de aprendizaje en edades avanzadas. Además, por un lado se acrecienta el rol que adoptan las Universidades de la Tercera Edad en todo este cambio, y por otro se refuerzan las demás instituciones relacionadas con el adulto mayor, como los Elder Hostels y los centros comunitarios para mayores. En este contexto y basándonos en nuestra experiencia de instructor de talleres de conversación de español en una universidad de Quebec, exponemos algunas de las metodologías y estrategias que han sido aplicadas en las clases de ELE con alumnos mayores, y que son luego resumidas en un diario del profesor. De esta manera, el diario nos ayuda a observar el grado de efectividad de estas estrategias en los talleres de conversación, estableciendo nuestro propio enfoque metodológico, que esperamos pueda servir a otros profesores de español dedicados a enseñar a este grupo generacional.

La tesi ha estat publicada pel Museu d'Arqueologia de Catalunya-Girona dins la Sèrie Monogràfica número 23 amb el títol La colònia grega de Rhode (Roses, Alt Empordà). 643 p. ISBN: 84-393-7334-1 / RESUMEn la primera part de la tesi es revisen els materials arqueològics i els documents de les excavacions antigues al jaciment grec de la Ciutadella de Roses (Alt Empordà). Es fan estudis comparatius i de conjunt amb els resultats proporcionats per les excavacions recents. A partir d'aquí s'obté una periodització del jaciment, des del moment de la fundació de la colònia massaliota de Rhode, al segon quart del segle IV aC, fins a la fi de la ciutat, al 195 aC. Es tracten aspectes de topografia, urbanisme i estudi dels edificis. La segona part analitza les produccions dels tallers ceràmics (vernissos negres, pastes clares, ceràmiques de cuina i altres produccions secundàries). Es fa una nova classificació, un estudi de les formes, de la cronologia i paral·lels. S'estudien les instal·lacions dels tallers, els forns, la seva capacitat, les argiles i les terreres. Es conclou amb una caracterització socioeconòmica i històrica de la ciutat, i dels aspectes històrics relacionats amb les fases de la seva fundació, desenvolupament i fi. / In the first part of this doctoral thesis archaeological materials and documents from old excavations in the Greek site of the Citadel in Roses are revised. Comparative and global investigation is carried out between information provided by old excavations and that coming from the more recent ones. The results help to put forward a site periodisation from the Rhode massaliot colony foundation, during the 4th century up to the ending of the village in 195 BC.Topographic and urban aspects as well as studies of the buildings are presented. The second half of the study analyzes the production of the pottery workshops (black varnishes, light pastes, kitchenware and other secondary productions). A new classification system is presented which is based on both morphological and chronological studies and their territorial similarities. Workshops installation, their ovens, their capacity, clays and claypits are examined.The paper is finished with a description of socioeconomic and historic aspects of the village and the historical traits concerning the foundation phases, their development and final stages.

This research investigated issues teachers face Curriculum and Assessment Policy Statement (CAPS) implementation at Foundation Phase primary schools in Nzhelele East Circuit. Curriculum implementation promotes thinking and learning of new things in the teachers’ day to day working environment. Foundation Phase teachers are pillars contributing to the children’s success in future. If children become passive, this passiveness will be reflected in the following stages, namely developmental and progressive stages, through the school system. Republic of South Africa transcended many stage of changes in all different sectors of society since the inception of the new democratic government in April 1994. The curriculum change was done in order to address the concerns, cited by teachers in different schools. Those four concerns were: “complaints about the implementation of the National Curriculum Statement (NCS), teachers who were overburdened with administration, different interpretations of the curriculum requirements, and poor performance of learners”. In this mini dissertation, the researcher found that implementation the CAPS by teachers is a risk-taking exercise, because teachers were not trained well. The curriculum advisors responsible for training them were not having depth of knowledge of Foundation Phase. The curriculum advisors are there as a result of secondment. The teachers were devoid of capacity of knowledge, values and skills towards the implementation of the CAPS. Some teachers were not having time to improve their qualifications as they were still having Junior Primary Teachers Diploma (JPTD). In presenting this argument, the theoretical framework, constructivism learning theory, was particularly suitable within the area of education in curriculum implementation. Constructivism learning theory refers “to the idea that learners construct knowledge for themselves; each learner individually (and socially) constructs meaning as he or she learns”. The objectives of the study were:- to explore the way in which Foundation Phase teachers experience the execution of their tasks in the implementation of the CAPS; to establish how the resources are used through in the implementation of the CAPS; to determine the type of assistance by School Management Teams (SMTs) in the implementation of the CAPS; and to investigate how Foundation Phase teachers’ understanding and assessment of the CAPS influence their teaching practices of curriculum implementation. This study used a qualitative approach, and the methods used included a focus group interview with foundation phase teachers, individual interviews with heads of departments (HoDs) and school principals (SP), observation, document analysis of the CAPS in Nzhelele East Circuit. This study revealed the teachers’ frustrations and unease regarding curriculum change, assessment, previous policies, and workload, knowledge on the CAPS documents, and training and resources. This research should encourage the Limpopo Education Department to take heed of the responses of the teachers at the sampled schools, as this can easily be rectified through the intervention of the Department by funding the training of teachers in implementing the CAPS. The recommendations should be considered well in the correct implementation of the CAPS. It is also recommended that education specialists from the provincial government be appointed to visit schools in order to assist and evaluate the implementation of curriculum. It is also recommended that the DBE must make a re-training to all Foundation Phase teachers for a week during school vacation. The challenges that are facing the CAPS can be minimal if the recommendations could be adhered to. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)