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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Challenges that teachers face in teaching physically challenged learners: the role of the curriculum in promoting inclusivity.
- Authors: Mpinga, Vuyisile Stefaans
- Date: 2008-06-09T07:15:40Z
- Subjects: special education curricula , inclusive education curricula , people with disabilities' education , training of teachers
- Type: Thesis
- Identifier: uj:9231 , http://hdl.handle.net/10210/567
- Description: Dr. M.C. Loggerenberg
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The management of curriculum delivery as an aspect of learner performance in grade 12.
- Authors: Baloyi, Mbhazima Samuel
- Date: 2008-06-23T10:55:08Z
- Subjects: school management and organization , academic achievement , high school curricula , training of teachers , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:3349 , http://hdl.handle.net/10210/674
- Description: The subject of the investigation is the impact of management of curriculum delivery as an aspect of learner performance in Grade 12. The investigation is limited to public secondary and combined schools in District Six (D-6) of the Gauteng province. Over the years, and even now, the Department of Education in D-6 is busy trying to find better methods of managing and empowering educators with the sole aim of improving the performance of learners in their Senior Certificate (Grade 12) Examinations. Some of the attempts by the Gauteng Department of Education in D-6 are indicated by the implementation of various intervention programmes and strategies in the public secondary and combined schools. The developmental workshops are continuously organized in order to improve the performance of learners in public schools. The literature indicated that educators are not yet sufficiently empowered to manage curriculum delivery in the public secondary and combined schools. The research project used a structured questionnaire to collect data on the opinions of the respondents in the 19 sample schools of D-6 in the Gauteng province. The questionnaire contained 60 items. The structured questionnaires were distributed to a convenient stratified sample of educators in all the 19 secondary and combined schools. Based on the information from the questionnaire, each item relevant to this particular research was analysed and discussed. After the factor analysis, the significance of the difference between factors mean scores of various groups, for each of the factors that make up the extent of effective management strategies on the enhancement of curriculum delivery, and the extent of effective assessment strategies on the enhancement of curriculum delivery, were analysed and explained. The data obtained indicates that the manner in which curriculum delivery is managed in schools has an impact on the learners’ performance in their Senior Certificate (Grade 12) Examinations. For that reason, the performance of learners in secondary and combined schools can only be improved by implementing effective management strategies and effective assessment strategies that could enhance curriculum delivery in secondary and combined schools. In order to achieve the desired outcome, all the stakeholders, especially the Department of Education, the parents of learners and educators should be committed in improving the management of curriculum delivery in secondary (iv) schools. Managers in their schools should ensure that the management of curriculum delivery is not overlooked and improperly managed. The Department of Education should at all times empower educators in order to avoid continuous decline in learners` performance, including in the schools where intervention programmes and strategies are being implemented. The intervention programmes and strategies could be a success, provided they are coupled with proper management strategies for effective curriculum delivery. , Prof. B.R. Grobler
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Managing the effects of multi-grade teaching on learner performance in Namibia.
- Authors: Beukes, Florida C.G.
- Date: 2008-06-24T07:47:46Z
- Subjects: Namibia , training of teachers , academic achievement , school management and organisation , classroom management
- Type: Thesis
- Identifier: uj:3544 , http://hdl.handle.net/10210/692
- Description: Data presented in 2004 at a national conference on multi-grade teaching in Namibia revealed some significant negative effects on achievement associated with multi-grade instruction. In addition, the data indicated that teachers lack management and organisational strategies for multi-grade teaching. The purpose of this study was to explore the views and perceptions of educators on the managing of multi-grade classes in Namibia. Chapter one describes the background to the study, focussing on the history of education in Namibia and the history of multi-grade education. It became clear at this stage already that teachers need to be well trained, well resourced and hold positive attitudes towards multi-grade teaching if children are to learn effectively in multi-grade environments. In addition, parents should have input into significant instructional and assessment decisions concerning their children. The Literature survey in chapter two provides a theoretical framework on the concept of the management of multi-grade classrooms and the need for appropriate management and teaching skills. Effective multi-grade teaching involves the use of a range of organisational strategies in the classroom. Curriculum, learning materials, teacher education and assessment are necessary components of an integrated strategy for teaching and learning. Surrounding these strategies is the need for national policies (for curriculum, materials, teacher education and assessment) that recognise, legitimate and support learners and teachers in multi-grade settings. Chapter three identified the tools and processes of conducting the study with reference to previous and new developments in multi-grade teaching. The assumption guiding the study is that a strong case can be made by using an approach that combines qualitative and quantitative elements. By using different methods at various points in the research process, the researcher could build on the strength of each type of data collection and minimise the weaknesses of any single approach. Data was therefore collected simultaneously and involved both numeric information (on structured questionnaires) and text information (on focus group interviews and observations) so that the final database represents both qualitative and quantitative information. Five educational regions in Namibia were randomly selected to participate in this study. Literature suggests five key areas that are normally the focus of concern in multigrade teaching environments and should be included in any training programme. These include classroom management, instructional strategies, curriculum, instructional materials and community involvement. These five key areas were also used as a conceptual framework through which the observations, focus group interviews and questionnaires were rendered comprehensible in the analysis and interpretation of data as discussed in chapter four. It should be emphasised that education is inevitably underpinned by educational philosophies whether acknowledged or not. Multi-grade teaching too has particular philosophical bases, which emerge from the literature. Multi-grade practices recognise that there is an overlap of abilities amongst learners but also that levels of difficulty have to be taken into account. The philosophy of teaching is therefore an important consideration in multi-grade teaching. The findings of the study are discussed in chapter five. One of the most important findings is most probably the need for a national policy that recognises, legitimate and support learners and teachers in multi-grade settings. The study concludes with recommendations and suggestions for further research. , Prof. C.F. Loock
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Re-tooling and re-skilling of educators in multigrade schools : promoting quality education in farm schools.
- Authors: Litshani, Ndanganeni Florence
- Date: 2008-08-26T06:37:08Z
- Subjects: education , training of teachers , competency-based education , Limpopo ( South Africa )
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/385137 , uj:4037 , http://hdl.handle.net/10210/938
- Description: Multi-grade education is currently a national priority. Situational analyses carried out by Adele Gordon (1987, 1999), Grey (2001), Lungwangwa (2000) and Potenza (2000) have indicated that quality education in multigrade schools is suffering. Visits to farms in South Africa by journalists of leading newspapers like Jabusi, Letsaoleo, Mecoamere (Sowetan, 1999 & 2000) and Thompson and Mboyane (City Press, 1999 & 2001), respectively, have confirmed the findings in respect of farm schools, leading to this study. Attempts were made from 1980 to 1988 to address these problems. The previous Department of Education and Training (DET) implemented a programme to assist and develop farm schools. This programme was the result of the recommendations of a synthesis report in 1986 on black schools in rural areas, including farm schools. A number of reports and memoranda contributed to the above programme, for example: • a memorandum about the upgrading of farm school education; • a committee report on the provision of education on smallholdings and small farms; and • an investigation into the facilities available to learners in rural areas (July 1983). A new view of multi-grade schools in the Limpopo province is related to a study undertaken in 2000 by Professor Geoffrey Lungwangwa. Although the study concentrated on the Limpopo province, the findings and recommendations were submitted so that they could be applied nationally, some even worldwide. These findings and recommendations were presented at national level during the UNICEF conference in Durban during 2000. Workshops were scheduled throughout the country to address the recommendations of the studies of 2000. These recommendations largely involved the services of NGO's. The NGO's had a lion's share in the recommendations, as indicated by those who participated in the study. It appeared that districts were not up to standard. They had no structures in place to address the challenges of multi-grade teaching. It was also evident that districts had no programme to present and were looking for a way to remedy the situation. The NGO's in the districts were consequently appointed. , Prof. T.C. Bisschoff
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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 assessment of instructional leadership as an aspect to improve learner achievement.
- Authors: Mthombeni, Phumzile Priscillia
- Date: 2008-10-14T11:25:35Z
- Subjects: educational leadership , school principals , academic achievement , training of teachers , Mpumalanga (South Africa)
- Type: Thesis
- Identifier: uj:12083 , http://hdl.handle.net/10210/1182
- Description: M.Ed. , The school effectiveness studies that began appearing in the 1970's have suggested that leadership in schools with improving learner achievement differed from leadership in schools with declining learner achievement. The difference was mainly due to the fact that principals of schools that were improving were seen to be instructional leaders who are focused on the implementation of effective instructional programmes (Sybouts and Wendel, 1994: 19). The research by Hallinger and Heck that was conducted in 1996, supports the above argument. In their research they assessed forty studies of the principals' instructional role. Their report illuminated that three quarters of their studies conceptualised the role of the principal in effective schools as the instructional leader. When emphasizing the relationship between instructional leadership and learner achievement, Hopkins (2001:16) mentions that the domain of instructional leadership is the focus on student learning and achievement. Gary (1993:37) also supports the suggestion that there is a relationship between the leadership of the school and learner achievement. He contends that learning should be placed at the heart of school leadership. In order for principals to achieve excellence in learner achievement it is essential to exercise effective instructional leadership which is the path to good learning and teaching (National Department of Education, 2001:1). The above concepts of instructional leadership suggest that principals are shouldered with the responsibility of propelling the teaching and learning activities in the right direction. Nanus (1996:5) succinctly states that the principal should constantly improve every aspect of management and governance and he/ she should always strive for excellence. , Prof. B.R Grobler
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The new curriculum and teacher performance.
- Authors: Morgan, Nicolette Genevive
- Date: 2008-10-14T11:26:54Z
- Subjects: curriculum training , competency based education , teacher participation in curriculum planning , rating of teachers , training of teachers
- Type: Thesis
- Identifier: uj:12156 , http://hdl.handle.net/10210/1189
- Description: M.Ed. , This research dissertation sought to discover how teachers have interacted with the New Curriculum, it is, the newly designed Curriculum 2005 (C2005) and the subsequent Revised New Curriculum Statement that featured in the educational realm in South Africa in recent years. It was an attempt at discovering both the mental and physical attributes that teachers conveyed whilst implementing the Curriculum. The qualitative research approach was used in the study, which allowed for an in-depth insight into the day to day successes or failures that both teachers and learners experienced in the classroom. With the use of the interview guide, responses that surfaced, gave the researcher the opportunity to divulge further into the weaknesses or strengths that the New Curriculum possesses. The researcher discovered through this study that there were many controversial issues that surrounded the implementation of the New Curriculum. Thus, the focus remained on the how the most important stakeholders, the teachers, expressed their views pertaining to the Curriculum. The study provided evidence that suggests that teachers need to and should be included in all curriculum planning processes. , Dr. M.C. van Loggerenberg
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The technological process as framework for the improvement of instruction of technology.
- Authors: Nkosi, Duduzile Faith
- Date: 2008-10-27T06:32:29Z
- Subjects: Mpumalanga (South Africa) , training of teachers , technology study and teaching (secondary)
- Type: Thesis
- Identifier: uj:13106 , http://hdl.handle.net/10210/1306
- Description: M.Ed. , Technology is relatively a new learning area that has been phased into grade 7 in 2000 as part of Outcomes-Based Education (OBE). Teachers have limited background knowledge in teaching technology, as they did not do technology in their pre-service training. In Mpumalanga, primary school teachers have a limited insight in the understanding of the technological process because they were only trained in the simplified version, namely that stated in the policy document, which has only some stages of the technological process. The purpose of this study was to find out whether the use of the thinking subprocesses and following the ten stages of the technological process can assist a teacher in the planning and teaching of a lesson in technology. A three days intervention was conducted in which twenty-five teachers were trained in the technology outcomes, teaching strategies, lesson planning format, the thinking subprocesses and the ten stages of the technological process. This was a case study following the qualitative research inquiry. One teacher was observed and interviewed, and her lesson plans studied. She was chosen from the group that attended the intervention. The research questions that formed the core of the study were, “how can the thinking subprocesses and the ten stages of the technological process assist teachers with the planning and teaching of the lesson?” and “What are the effects thereof in the planning of lessons?” Data was collected through observations, interviews and a review of documents. The findings revealed that when a teacher was following a technological process when planning the technology lessons, she used it as a framework for the lesson plan. She also used the technological process as a structure for the teaching of the lesson in class. As the teacher had a minimum knowledge of the technology content and teaching approaches, it also became clear that when she knew what aspects should be considered when planning and teaching, she managed to find the content information on what should be taught in her classes. Following the technological process gave her the confidence and guidance in the gathering of resources and the teaching of lessons. , Prof. P.J. Ankiewics
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Problems experienced by educators in the training of technology at Etwatwa schools.
- Authors: Sibisi, Lovington
- Date: 2009-02-05T07:12:25Z
- Subjects: technology study and teaching , training of teachers , Gauteng ( South Africa )
- Type: Thesis
- Identifier: uj:8084 , http://hdl.handle.net/10210/2013
- Description: M.Ed. , The study was geographically confined to Etwatwa Primary and Secondary Schools in the East Rand. The purpose of the study was to benefit the educators especially at Etwatwa Schools with the knowledge on how they can be effective and to get proper training in the facilitation of technology, and how they can equip themselves in acquiring knowledge on Technology Education. In order to remedy the situation at Etwatwa Schools in conjunction with the effects on the training of technology educators employed there, a platform was prepared to conduct a research. The relevant literature was thoroughly studied and basic data were collected through interviews. The interview schedule consisted of open-ended questions that were administered among the technology educators at primary and secondary schools at Etwatwa. Permission for conduction interviews in schools was requested from Gauteng Department of Education and was granted. The research findings revealed that most of the technology educators were not trained to facilitate technology, and even those few who got formal training were not in a position of handling or dealing with the challenges, that this new learning area is offering. The project did not aim at generalization of results but a simple, in-depth understanding of the education situation at Etwatwa Schools in regard to the effects on the training of Technology educators. A set of recommendations was therefore made to remedy the situation at Etwatwa Schools concerning the training of technology educators. One of the recommendations was that technology educators could engage themselves in programmes like F.D.E (technology education) that runs for two years on part-time bases at our local universities.
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