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.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ufs/oai:etd.uovs.ac.za:etd-09052008-070202 |
| Date | 05 September 2008 |
| Creators | Motaboli, Teboho |
| Contributors | Prof GF du Toit |
| Publisher | University of the Free State |
| Source Sets | South African National ETD Portal |
| Language | en-uk |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.uovs.ac.za//theses/available/etd-09052008-070202/restricted/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University Free State or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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