An investigation into the implementation of the new curriculum by foundation phase teachers in Bethal Mpumalanga.
- Authors: Mbingo, Stewart Job
- Date: 2008-06-09T07:11:24Z
- Subjects: teacher participation in curriculum , training of teachers , competency based education , Mpumalanga( South Africa ) , curriculum planning
- Type: Thesis
- Identifier: uj:9210 , http://hdl.handle.net/10210/565
- Description: This research was based on the question of how Foundation Phase teachers in the schools received the new curriculum for implementation. Current developments in introducing the new curriculum in South Africa have led to the hope that it would be received eagerly and become well implemented by its utilisers. The common trend of thinking was that if South Africa receives a new system of education, it will obviously be in keeping with changes cherished by its population that voted for such changes. However, these changes in education did not come as expected. In this research paper, the researcher made the case that receiving the new curriculum for implementation by teachers is a risk-taking exercise, especially at the entry level of the school, i.e. the Foundation Phase. He also problematised the notion of receiving a new curriculum by interrogating the ways or methods of implementation, the degree of knowledge and skills of teachers and their concomitant perceptions and attitudes towards the implementation of the new curriculum. In presenting this argument, the researcher firstly discussed the different perspectives of and the ‘rationale’ for introducing a new curriculum in the country, which in this case happens to be South Africa. Secondly, he highlighted the role of competent, receptive and enthusiastic Foundation Phase teachers in dealing with the new curriculum. And thirdly, alluded to the challenges facing South African schools in implementing the new curriculum, and made a claim that the present implementation in the country is making a mess out of education. The aims were to examine the manner in which the new curriculum was presented to teachers at entry level into the school(s), which in this case would be the Outcomes-Based Education curriculum in the Foundation Phase. The problems that were associated with the introduction of the new curriculum were investigated; the level of teachers’ participation in the implementation of the new curriculum was looked into; and the findings of the research provided a set of conclusions and recommendations for the Department of Education, Curriculum Specialists and teachers, that will hopefully enlighten them on this burning issue in the Foundation Phase. For this study a qualitative approach was used, and the methods applied included observation of the targeted population while engaging with its work, which happened to be the implementation of Curriculum 2005/the Revised New Curriculum Statement; and interviews with the Foundation Phase teachers in township settings. The researcher believes that through these interviews the respondents have unveiled many unmentioned and well kept secrets of teachers who are teaching in the Foundation Phase. Teaching is a proud profession, and it is not so easy for experienced teachers to acknowledge that they are struggling with the implementation of the new curriculum in their classrooms. And when the teachers are well qualified to teach on top of their long experience in the Foundation Phase, so much the more the feelings of inferiority and incompetence as far as the new curriculum and OBE and all the new assessment requirements are concerned. This study also broke the silence of the teachers’ frustrations and discomfort surrounding the attendance of in-service training opportunities and workshops. It should encourage the authorities to take heed of these remarks of the teachers, as this can easily and painlessly be rectified to serve the loyal teachers as best and fast as they can. One of the strongest pleas that were made concerns the upkeep and sustenance of the school’s physical facilities and playgrounds. The neatness and even aesthetic countenance of the classrooms have an enormous role to play in the general education of learners, and to this the SGBs and SMTs must seriously and hastily attend. The parents can also play an important role in this regard. As far as the limitations go, there are a few, namely the contextual factors, financial constraints and time factors. Nevertheless, the findings of this study can for sure be generalised and made applicable to Foundation Phase teachers’ problems in other regions, circuits and even provinces, as the results from the teachers came over very strongly, resounding the same difficulties that teachers all over are experiencing. , Dr. M.C. van Loggerenberg
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Business management curriculum compatibility with requirements for success in the small business sector.
- Authors: Bounds, Maria M.
- Date: 2008-04-22T06:16:01Z
- Subjects: curriculum planning , business education curricula , small business , industrial management study and teaching
- Type: Thesis
- Identifier: uj:8395 , http://hdl.handle.net/10210/255
- Description: Hoër onderwys het oor die laaste aantal jare meer en meer onder die soeklig gekom. Baie vraagtekens is dan ook geplaas oor die kurrikulum van Ondernemingsbestuur. Daar word gevra of die kurrikulum werklik nog die behoeftes van die praktyk, die student en die kleinsake-ondernemings aanspreek. Verder word daar vereis dat so ‘n kurrikulum aan die vereistes van die Suid-Afrikaanse Kwalifikasie Owerheid sowel as die beginsels van uitkoms-gebaseerde onderwys sal voldoen. Hierdie studie poog om ‘n kurrikulum voor te stel wat hierdie behoeftes sal aanspreek Hierdie studie voorsien ‘n ontleding van die noodsaaklike elemente vir die doeltreffende en effektiewe bestuur van die kurrikulum in Ondernemingsbestuur. Die persepsies en ondervinding van kleinsake-eienaars en kleinsake-bestuurders ten opsigte van die bestuur van ‘n winsgewende besigheid te ondersoek. Daar word geglo dat hierdie persespsie en ondervinding implikasies vir die aspirasies van studente in die module kleinsakebestuur inhou, met betrekking tot die implementering en sukses van die kurrikulum van Universiteit van Johannesburg (Vista Universiteit). Die doel van die studie is om die moontlikhede van ‘n nuwe kurrikulum binne die konteks van kleinsake-ondernemings te ondersoek. Daar word gepoog om vas te stel hoe prakties uitvoerbaar so ‘n kurrikulum module inhoud sou wees teenoor die huidige kurrikulum module inhoud vir kleinsake-ontwikkeling. Om die doel te verwesenlik, het die navorser ‘n intensiewe literatuurstudie onderneem. Dit is gevolg deur ‘n empiriese studie in die volgende sektore: • Vervaardiging • Konstruksie • Persoonlike diensverskaffers • Handelsdiens en Ambagdiens • Finansiering / versekeraars / eiendomsagente / makelaars • Kleinhandelaars Die uitslae van die empiriese studie het die uitgangspunte van die literatuurstudie bevestig en het ondere andere getoon dat ‘n kurrikulum gegrond op uitkomsgebaseerde onderwys en terugvoering van die kleinsake-onderneming ‘n bruikbare en toepaslike oplossing is vir die opvoeding, opleiding en ontwikkeling van studente en toekomstige eienaars van klein sake ondernemings, binne die konteks van die werkomgewing van Suid-Afrika. Die bydrae van die studie lê in die daarstelling van ‘n pro-aktiewe kurrikulum in die studie en bestuur van kleinsake-ondernemings vir studente binne Ondernemingsbestuur wat in ooreenstemming is met die breë beginsels van die Nasionale Kwalifikasie Raamwerk, asook gepaardgaande wetgewing. Die studie het ook aan die lig gebring dat sukses in die kleinsake-sektor behaal kan word deur die gaping tussen “onderwys en opleiding” en ook “teorie en praktyk” te oorbrug. , Dr. W. Mayhew
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Curriculum adaptation for learners with Down syndrome in the foundation phase.
- Authors: Naude, Tracy Elaine
- Date: 2008-10-21T12:34:57Z
- Subjects: Gauteng (South Africa) , curriculum planning , children with mental disabilities , inclusive education , Down syndrome
- Type: Thesis
- Identifier: uj:13059 , http://hdl.handle.net/10210/1293
- Description: M.Ed. , South Africa has undergone a transformation in the past decade. The year 2004 brings not only ten years of democratic governance, but also an inclusive philosophy of education. It is hoped that difference in whatever form in the ‘new’ South Africa is now acknowledged and celebrated. For many years, learners with Down syndrome were seen as ‘different’, which was synonymous with ‘subnormal’. These learners were initially institutionalized and later placed in special schools to ‘care’ for them. However, following global trends of building inclusive societies, South Africa has had to re-evaluate its education system, resulting in a shift towards an inclusive education system that accepts and supports learners with barriers to learning (including Down syndrome). The aim of this research was to explore curriculum adaptation for learners with Down syndrome in schools, which adhere to inclusive education principles. A case study design was selected since this would allow for an in-depth exploration of how the curriculum is being adapted for learners with Down syndrome. Two cases were used, comprising two primary schools in Gauteng. Parents, principals and educators in the foundation phase were included as participants. Interviews were conducted with the participants and direct observation was conducted in two of the foundation phase classes at the respective schools. This data was complemented by document analysis and data collected during a two-day workshop I attended on inclusive education, focusing on Down syndrome specifically. Within-case analysis and later cross-case analysis were carried out using the constant comparative method of data analysis. Through cross-case analysis a number of themes emerged that are indicative of the course of curriculum adaptation for learners with Down syndrome in the foundation phase. Firstly, there are multifaceted and multidimensional individual considerations pertaining to the learners with Down syndrome, the parents, the educators, the principal and the school that influence curriculum adaptation. Secondly, the process of curriculum adaptation progresses through identifiable chronological steps through lesson planning and lesson implementation. The initial grade planning phase can precede the utilization of the six steps of adaptation activities for learners with Down syndrome. Lastly, classroom management strategies and the deployment of learning assistants are incorporated when adapting the curriculum for learners with Down syndrome, in order to optimise the learning experience for these learners. , Prof. R.E. Swart
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Implications for educational managers during the implementation of outcomes-based education in Gauteng West district.
- Authors: Zengele, Vincent Thulani
- Date: 2009-02-27T07:14:06Z
- Subjects: Gauteng ( South Africa ) , educational leadership , curriculum planning , competency- based education
- Type: Thesis
- Identifier: uj:8204 , http://hdl.handle.net/10210/2207
- Description: M.Ed. , The implementation of Outcomes-based education by the Department of Education in 1998 has shown adverse implications on the ability of educational managers to manage the curriculum effectively because most of them were not reskilled and ready during implementation. This has far reaching implications for educational management in general and therefore requires a review in order to maintain high levels of efficiency and effectiveness in management. The purpose of the study was to determine the extent to which educational managers were equipped with professional skills and knowledge for successful implementation of OBE. It also aimed at determining the involvement of stakeholders during the implementation of OBE. Educational managers and educators who were purposely selected from primary schools were interviewed during focus group interviews using a tape recorder. Verbatim-transcribed data was analysed using the constant comparative method. The research findings suggest that transformation in educational management is necessary for the successful implementation of OBE.
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Self-empowerment for teachers as an aspect of curriculum development.
- Authors: Mashathini, Nditsheni Frans
- Date: 2008-06-05T11:38:34Z
- Subjects: teachers' in-service training , teacher effectiveness , in-service training , curriculum planning , principals' in-service training , Limpopo(South Africa)
- Type: Thesis
- Identifier: uj:8969 , http://hdl.handle.net/10210/543
- Description: The research was mainly confined to secondary schools in the Limpopo Province where a lack of self-empowerment amongst the educators is the order of the day. The research question of the study was generated as follows: Does the lack of self-empowerment amongst the teachers in the Limpopo Province (Region 3) have a negative impact on the development of a common self-empowerment for the teachers? The main objectives of the research were to give teachers some guidelines for efficient as well as successful self-empowerment practices for better functioning and service in secondary schools in the Limpopo Province. The hypothesis generated was formulated as follows: The development of self-empowerment by teachers which maintain good relationships with their community will result in the strong possibility that they will have fewer development problems. The research was conducted by means of a phenomenological approach. The following concepts were defined: self-empowerment, curriculum development, development for whole school curriculum development, involvement and participation. Historical perceptions of teachers and their participation and involvement were highlighted and the history of self-empowerment in the Limpopo Province was discussed. The composition of the teachers fell into two categories, namely, untrained and under- trained (as far as self-empowerment is concerned) teachers. The importance of the teachers’ involvement in self-empowerment was discussed under the following sub- headings: curriculum vision, decision making, design and development, policy-making, appointment of curriculum teaching staff and building and renovating curriculum. The principal may be involved in the self-empowerment activities through the self-empowerment committee. Principals and teachers must receive their knowledge in self-empowerment development during their training at seminars and conferences in order to play their roles in the community-self-empowerment relationships. As a result, principals will be enabled to fulfill their tasks as cooperative facilitators and as relationship establishers in the community-self-empowerment relations. For example, principals must see to it that teachers must be considered as collaborators in the self-empowerment process, since they have a strong role to play in their learners’ learning and behaviour. In the second place, principals should be friendly towards the teachers because complete frankness makes for good relationships. This, in due course, can bear fruit so that all go well that ends well to the benefit of the whole school. , Dr. M.C. van Loggerenberg
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The continuous professional development of educators with regard to the implemmentation of OBE in the Limpopo Province.
- Authors: Malada, Ndinannyi Brutus
- Date: 2008-09-09T08:58:45Z
- Subjects: training of teachers , in-service training of teachers , competency based education , curriculum planning , Limpopo ( South Africa )
- Type: Thesis
- Identifier: uj:10527 , http://hdl.handle.net/10210/1004
- Description: This study aimed to explore the development and experiences of teachers in the implementation of OBE in Mutale Educational District of Limpopo province. In order to achieve this goal, a thorough literature review was conducted and selected Teachers from schools located in the district, Education Specialists and Curriculum Advisors were also interviewed. Informed by the findings and literature, this study argues that school-based model of teacher development, where teachers are partners in their development, is the most suitable in the current curriculum transformation agenda in South Africa. It further alludes to the fact that teacher development would lead to effective curriculum implementation and by extension lead to effective learning in the schools. , Dr. M.C. Loggerenberg
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The effectiveness of the implementation of the Revised National Curriculum Statement ( RNCS) in public primary schools in the Ekurhuleni-west district.
- Authors: De Oliveira, Dolores Kendel
- Date: 2008-08-15T07:44:47Z
- Subjects: curriculum planning , education , education and state , competency based education , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7805 , http://hdl.handle.net/10210/869
- Description: Educators are experiencing problems in effectively implementing RNCS in the public primary schools in the Ekurhuleni-West district. These problems, in both the Foundation and Intermediate Phases, include poor educator training and development, the scarcity of resources, the added educator workload in implementing the new curriculum and the poor leadership styles of the SMTs. The inability to effectively implement RNCS in the classroom is further exacerbated by minimal educator participation and consultation when the new curriculum was being drafted. Such problems could lead to educator frustration, low morale and demotivation that would negatively affect the quality of teaching and learning in the classroom. It is on this basis that a research study is justified. The research question is “How effective is the implementation of RNCS in the public primary schools in the Ekurhuleni-West district?” , Mr. T.S Hlongwane
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The role of the governing body in macro planning on LSEN public hospital schools.
- Authors: Lowane, Velaphi Elizabeth
- Date: 2008-08-26T09:15:11Z
- Subjects: school boards , parent participation in education , special education , curriculum planning , hospital schools , Johannesburg ( South Africa )
- Type: Thesis
- Identifier: uj:4092 , http://hdl.handle.net/10210/943
- Description: This study is an investigation on the role of the School Governing Body (SGB) in macro planning of LSEN Hospital Schools. The literature review revealed that much has not yet been done pertaining to the involvement of parents in macro planning at the school level. For this research, qualitative research was conducted on educators, principals and parents who are members of the SGB at Chris Hani Baragwanath Hospital School and Johannesburg Hospital School. The researcher used interviews, notes taking and observation to collect data. The findings disclosed that most of the SGB members had no knowledge about section 20 status as laid down by SASA. They are not aware of their rights and limitations due to lack of professional training. The stakeholders involved in these schools, when doing macro planning, are the internal stakeholders only (the principals and educators). Based on the findings of this study, recommendations and guidelines have been provided to improve the involvement of parents in the school macro planning and management. , Prof. J.R. Debeila
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