A Research Report submitted to the Faculty of Education,
University of the Witwatersrand, Johannesburg, in
partial fulfilment of the requirements for the degree of
Master of Education. / As a front-end analysis, the present study seeks to
investigate two ways in which Creativity-Action-Service
[CAS), an activities-based experiential learning
programme, can be implemented alongside the overly
content-focused curriculum in South African schools in
an era of transformation to democracy and as a means of
contributing to nation building. Two research questions
which relate to two possibilities for the implementation
of CAS in Gauteng schools are investigated: (1) How can
CAS be implemented in all public secondary schools in
District C1, Gauteng? and (2) How can CAS be implemented
in a single purpose-built private secondary school? The
research design adopted is largely descriptive in nature
and the methodology includes gleaning data from
disparate sources including key informants and recent
state policy documents. From the data it is argued that
that CAS can be implemented in response to the first
question by means of a combined top-down bottom-up
curriculum implementation strategy, namely, Mutual
Adaptation and Development, and, in the case of the
second question, by means of the Problem Solving/
Critical Factor strategy which is driven by the
identification of felt needs. / AC2017
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/22049 |
| Date | January 1997 |
| Creators | Cajee, Zeinoul Abedien |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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