Thesis (PhD)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Since 1994 South Africa has been characterized by transformation inter alia
in the field of education. A process characterized by preparation and
development of a new, extended curriculum evolved between 1994 and
1997. On 24 March 1997 Curriculum 2005 with an outcomes-based
approach was introduced. Curriculum 2005 strives to bridge the imbalances
of the past. Owing to the complexity of this curriculum and the problems
encountered in practice, Curriculum 2005 was revised between January and
July 2001 in order to address the problem areas.
A change in curriculum necessitates a change in teaching-instruction
strategies, learning programmes, assessment strategies and the method of
recording and reporting. As educators are directly affected by the process of
change in curricula, it is essential that educators are curriculum-competent to
understand and implement the changes. In this regard, Evans (1996:55)
states: "One of the necessary ingredients of such a restructuring is
empowering the players, the teachers." An essential condition for successful
implementation of change is the empowerment of educators to manage the
change.
The essential questions addressed in this study are:
• To what degree are educators trained to manage these changes?
• What does the successful implementation of change, entail specifically
within the Social Sciences Learning Area?
• What are the educators' needs and experience regarding change?
The main focus of this study is to make a qualitative and quantitative
evaluation of the current changes with a view to developing a theoretical framework for the training of educators for Outcomes-based Education
(OBE) within the Social Sciences Learning Area.
To achieve the main focus of this study, the following specific aims have
been formulated:
• executing of a literature study, with regard to appropriate curriculum
theory, curriculum practice and development of educators;
• making a qualitative and quantitative evaluation of the training process
of educators within the Social Sciences Learning Area; and
• developing a theoretical framework to address the problems that have
been identified, regarding educator development.
The contribution of this study is located not only in the appropriate literature
study, but also in the fact that the outcome of this research can contribute to
the development of a relevant, effective and contextualised dissemination
process. It is clear that ineffective dissemination is the root cause of
ineffective curriculum development, as educator development cannot be
optimalised in such conditions. / AFRIKAANSE OPSOMMING: Suid-Afrika word sedert 1994 deur transformasie gekenmerk, onder meer op
onderwysgebied. Tussen 1994 en 1997 is 'n proses aan die gang gesit om 'n
nuwe, breë kurrikulum voor te berei en te ontwikkel. Op 24 Maart 1997 is
Kurrikulum 2005 bekend gestel. Met Kurrikulum 2005 se uitkomsgebaseerde
benadering word daarna gestreef om die ongelykhede van die verlede te
oorbrug. As gevolg van die kompleksiteit van die kurrikulum en probleme wat
in die praktyk ervaar is, is Kurrikulum 2005 tussen Januarie en Julie 2001
hersien ten einde probleemareas aan te spreek.
Kurrikulumverandering beteken uiteraard dat daar ook In verandering in
onderrigstrategieë, leerprogramme, assesseringstrategieë en wyses van
optekening en rapportering sal wees. Aangesien opvoeders direk deur die
veranderingsproses van kurrikula geraak word, is dit noodsaaklik dat
opvoeders kurrikulumbekwaam is om die verandering te verstaan en te
implementeer. In die lig hiervan verklaar Evans (1996: 5): "One of the
neccesary ingredients of such a restructuring is empowering the players - the
teachers." 'n Kernvoorwaarde vir suksesvolle implementering van
verandering is die bemagtiging van opvoeders om hierdie verandering te
hanteer. Die kernvrae wat in hierdie studie aangespreek word, is:
• In watter mate word opvoeders voorberei om sodanige veranderinge te
kan hanteer?
• Wat behels effektiewe opvoedervoorbereiding met die oog op die
suksesvolle implementering van verandering, spesifiek binne die
leerarea Sosiale Wetenskappe?
• Wat is opvoeders se behoeftes en ervaring van verandering?
Die hooffokus van die studie is die maak van 'n kwalitatiewe en kwantitatiewe
evaluering van huidige verandering met die oog op die ontwikkeling van 'n
teoretiesee raamwerk vir die voorbereiding van opvoeders vir
Uitkomsgebaseerde Onderwys (UGO) binne die Leerarea Sosiale Wetenskappe. Om die hooffokus van hierdie studie te realiseer, is die volgende besondere
doelstellings geformuleer:
• die uitvoer van 'n literatuurstudie ten opsigte van toepaslike kurrikulumteorie,
kurrikulumpraktyke en opvoederontwikkeling.
• die maak van 'n kwalitatiewe en kwantitatiewe evaluering van die voorbereidingsproses
van opvoeders binne die Leerarea Sosiale Wetenskap;
en
• die ontwikkeling van 'n teoretiese kurrikulumraamwerk vir die aanspreek
van die geïdentifiseerde probleme met betrekking tot opvoederontwikkeling.
Die bydrae van hierdie studie is nie net in die toepaslike literatuurstudie geleë
nie, maar ook daarin dat die uitkoms van hierdie navorsing kan bydra tot die
ontwikkeling van relevante, doelmatige en gekontekstualiseerde disseminasieprosesse.
Dit blyk duidelik dat oneffektiewe disseminasie 'n
grondoorsaak van oneffektiewe opvoederontwikkeling is, juis omdat
opvoederontwikkeling nie tot sy reg kom nie.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53391 |
| Date | 04 1900 |
| Creators | Rogers, Lambert |
| Contributors | Carl, A. E., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 335 p. |
| Rights | Stellenbosch University |
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