Thesis (M. Ed.) -- University of Limpopo, 2018 / The importance of programme evaluation is acknowledged by many authors. However,
less emphasis is given to understanding programme implementation (Duttweiller &
Dayton, 2009; HSRC: South African National Health and Nutrition Examination Survey,
2012; Romm and Dichaba, 2015). Simply assessing a programme impact without a
clear understanding of the degree to which the programme was actually implemented
can result in inaccurate findings. The effective evaluation of both programme impacts
and implementation can provide a more holistic perspective of programmes and an
increased ability to identify and share best practices or weaknesses of programmes
(Duerden and Witt, 2012). The purpose of this study was to evaluate the implementation
of the Reading and Writing Instruction Programme (RWIP) in two primary schools
situated in Lobethal Circuit. A qualitative approach was adopted using a case study
design. Data collection was done through observations, interviews and documents
analysis. A thematic approach was used to analyse the data while conclusions were
drawn based on the themes that emerged during data collection and analysis. The
results of the study indicate that there is implementation of the RWI programme.
However, schools differ on how they apply the strategies that are outlined in the
programme. The study recommends that there should be strong collaborations between
Room to Read, schools, communities, circuit, district and provincial offices so that
everyone understands the key components/elements of the Reading and Writing
Instruction (RWI) Programme and how to apply them.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ul/oai:ulspace.ul.ac.za:10386/4269 |
| Date | January 2018 |
| Creators | Maphutha, Maphale Juliah |
| Contributors | Mabasa, L. T. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | xii, 153 leaves |
| Relation |
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