Outcomes-based instructional planning in the integration of HIV/AIDS themes in the natural sciences and life sciences curriculum.
- Authors: Mbatha, Virginia Lindiwe
- Date: 2008-06-05T11:38:52Z
- Subjects: Competency based education , Lesson planning , HIV infections prevention , AIDS (Disease) prevention , Science study and teaching , Life sciences study and teaching (primary) , Science curricula , Life sciences curricula , Curriculum planning
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/387492 , uj:8980 , http://hdl.handle.net/10210/544
- Description: M.Ed. , This study was conducted with the main aim to inquire into the possibilities of the integration of themes on HIV/AIDS into the Natural Sciences (Grades 7-9) and Life Sciences (Grades 10-12) curriculum in such a way that learners can become aware of the danger of an epidemic such as caused by HIV/AIDS, and start to take care of themselves. The researcher also wanted to explore the views of educators as stakeholders’ perseverance and strategies for combating the pandemic spread of the HIV/AIDS amongst our youth and everyone else. It is generally accepted that many schools are already experiencing the effects of the disease as teachers, learners and members of their families fall ill and even die. This often results in the disruption of the normal school programme. At present, the assumption can be made that there is no integration of themes, knowledge and life skills on HIV/AIDS and the Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) curriculum, and no teaching about the consequences of this disease. It is clear that HIV/AIDS, Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) programmes should be designed to enable young learners to develop the skills, knowledge, attitudes and values that will prepare them to identify and solve problems and make decisions for their own benefit. At the same time, Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) help learners to develop basic personal and community health knowledge and skills that would benefit the whole community. They will also learn about their rights and responsibilities and the causes and impact of problems that may affect their health and safety because the HIV/AIDS programmes can also be incorporated into the Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) curriculum. Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12), and themes on HIV/AIDS, link closely to the knowledge and experiences the learners bring with them to school. The programmes should affirm both this prior knowledge and experience, and assist in the development of new life skills out of it. The Department of Education is expecting that the issue of HIV/AIDS should be taught in school. The problem that arises is HOW TO link or integrate HIV/AIDS and Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12). The educators need to be capacitated through in-service training and workshops to enable them to handle the issue of HIV/AIDS with all the sensitivity it deserves. Where teachers can draw on their relevant professional experiences and expertise to integrate and strengthen their Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) skills, they should do so without hesitation. At the same time they should address the development of appropriate life skills and knowledge on HIV/AIDS to deal with the consequences of the disease and how to fight it. , Dr. M.C. van Loggerenberg
- Full Text:
- Authors: Mbatha, Virginia Lindiwe
- Date: 2008-06-05T11:38:52Z
- Subjects: Competency based education , Lesson planning , HIV infections prevention , AIDS (Disease) prevention , Science study and teaching , Life sciences study and teaching (primary) , Science curricula , Life sciences curricula , Curriculum planning
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/387492 , uj:8980 , http://hdl.handle.net/10210/544
- Description: M.Ed. , This study was conducted with the main aim to inquire into the possibilities of the integration of themes on HIV/AIDS into the Natural Sciences (Grades 7-9) and Life Sciences (Grades 10-12) curriculum in such a way that learners can become aware of the danger of an epidemic such as caused by HIV/AIDS, and start to take care of themselves. The researcher also wanted to explore the views of educators as stakeholders’ perseverance and strategies for combating the pandemic spread of the HIV/AIDS amongst our youth and everyone else. It is generally accepted that many schools are already experiencing the effects of the disease as teachers, learners and members of their families fall ill and even die. This often results in the disruption of the normal school programme. At present, the assumption can be made that there is no integration of themes, knowledge and life skills on HIV/AIDS and the Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) curriculum, and no teaching about the consequences of this disease. It is clear that HIV/AIDS, Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) programmes should be designed to enable young learners to develop the skills, knowledge, attitudes and values that will prepare them to identify and solve problems and make decisions for their own benefit. At the same time, Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) help learners to develop basic personal and community health knowledge and skills that would benefit the whole community. They will also learn about their rights and responsibilities and the causes and impact of problems that may affect their health and safety because the HIV/AIDS programmes can also be incorporated into the Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) curriculum. Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12), and themes on HIV/AIDS, link closely to the knowledge and experiences the learners bring with them to school. The programmes should affirm both this prior knowledge and experience, and assist in the development of new life skills out of it. The Department of Education is expecting that the issue of HIV/AIDS should be taught in school. The problem that arises is HOW TO link or integrate HIV/AIDS and Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12). The educators need to be capacitated through in-service training and workshops to enable them to handle the issue of HIV/AIDS with all the sensitivity it deserves. Where teachers can draw on their relevant professional experiences and expertise to integrate and strengthen their Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) skills, they should do so without hesitation. At the same time they should address the development of appropriate life skills and knowledge on HIV/AIDS to deal with the consequences of the disease and how to fight it. , Dr. M.C. van Loggerenberg
- Full Text:
Uitdagings van uitkomsgebaseerde onderwys vir die bestuur van die wiskundeklaskamer
- Authors: Durandt, Rina
- Date: 2011-12-06
- Subjects: Mathematics study and teaching (Secondary) , Competency based education , Classroom management
- Type: Thesis
- Identifier: uj:1828 , http://hdl.handle.net/10210/4189
- Description: M.Ed. , In South Africa outcomes-based education with Curriculum 2005 brought great changes to learners, educators and parents. The purpose of this investigation was in the first place to determine the influence of OBE on the classroom management of the Mathematics educator in the senior phase. Secondly this research was to determine effective classroom management guidelines. Data was collected before and after the implementation of OBE. The respondents were Grade 8 and 9 educators in four different schools, situated in four different urban communities, respresentative of the broader South African nation. Data was collected by means of focus group interviews, analyzed by means of content analysis and conducted by the researcher and an independent analyst. Teachers identified problems regarding classroom management, existing support factors and support factors that they would like to have. Many of the problems identified by the respondents were common before and after the implementation of OBE. Some of these problems were the learners lack of interest in their work, communication difficulties between the educator and learners from township communities, lack of a learning culture, a very low interest in school activities by parents, absence of resources and lack of support by the Department of Education. Educators mentioned some other problems that occurred after the implementation of OBE. A big issue to educators is overcrowding of classes and the amount of work that comes along with it. They find it impossible to teach Mathematics effectively in such big classes. Contributing to this problem are the negative attitudes of learners towards the learning situation. In OBE, the learners' input is important, and educators struggled to get them to work. Almost all the respondents require effective guidelines for teaching and the necessary resources. Educators as well as the learners struggle with the increased workload. In view of the findings, it is clear that teachers require the necessary skills for implementing OBE effectively. Enough resources, smaller classes and enough textbooks are important necessities. From this study it appeared that learners should be actively involved in the learning process, and educators have to be very well prepared for everyday's class. Well-prepared groupwork by educators provides for active involvement of the learners in the learning process and the opportunity for the learner to accept responsibility for his/her own learning success as well as that of his/her fellow-learners. Mathematics teachers need to spend more time on basic number skills, assessment of new work and should be very strict on homework. Educators in the Mathematics class have to motivate learners and this requires motivated educators. The enjoyment of learning should be a very important factor. The correct steps need to be taken by the Department of Education to ensure a positive learning experience by educator and learner.
- Full Text:
- Authors: Durandt, Rina
- Date: 2011-12-06
- Subjects: Mathematics study and teaching (Secondary) , Competency based education , Classroom management
- Type: Thesis
- Identifier: uj:1828 , http://hdl.handle.net/10210/4189
- Description: M.Ed. , In South Africa outcomes-based education with Curriculum 2005 brought great changes to learners, educators and parents. The purpose of this investigation was in the first place to determine the influence of OBE on the classroom management of the Mathematics educator in the senior phase. Secondly this research was to determine effective classroom management guidelines. Data was collected before and after the implementation of OBE. The respondents were Grade 8 and 9 educators in four different schools, situated in four different urban communities, respresentative of the broader South African nation. Data was collected by means of focus group interviews, analyzed by means of content analysis and conducted by the researcher and an independent analyst. Teachers identified problems regarding classroom management, existing support factors and support factors that they would like to have. Many of the problems identified by the respondents were common before and after the implementation of OBE. Some of these problems were the learners lack of interest in their work, communication difficulties between the educator and learners from township communities, lack of a learning culture, a very low interest in school activities by parents, absence of resources and lack of support by the Department of Education. Educators mentioned some other problems that occurred after the implementation of OBE. A big issue to educators is overcrowding of classes and the amount of work that comes along with it. They find it impossible to teach Mathematics effectively in such big classes. Contributing to this problem are the negative attitudes of learners towards the learning situation. In OBE, the learners' input is important, and educators struggled to get them to work. Almost all the respondents require effective guidelines for teaching and the necessary resources. Educators as well as the learners struggle with the increased workload. In view of the findings, it is clear that teachers require the necessary skills for implementing OBE effectively. Enough resources, smaller classes and enough textbooks are important necessities. From this study it appeared that learners should be actively involved in the learning process, and educators have to be very well prepared for everyday's class. Well-prepared groupwork by educators provides for active involvement of the learners in the learning process and the opportunity for the learner to accept responsibility for his/her own learning success as well as that of his/her fellow-learners. Mathematics teachers need to spend more time on basic number skills, assessment of new work and should be very strict on homework. Educators in the Mathematics class have to motivate learners and this requires motivated educators. The enjoyment of learning should be a very important factor. The correct steps need to be taken by the Department of Education to ensure a positive learning experience by educator and learner.
- Full Text:
A comparison of the cognitive development of outcome based versus non outcome based education: an exploration of South African learners
- Authors: Austin, Tracey-Lee
- Date: 2008-10-29T12:18:56Z
- Subjects: Competency based education , Constructivism (Education)
- Type: Thesis
- Identifier: uj:13805 , http://hdl.handle.net/10210/1406
- Description: D.Litt. et Phil. , Jean Piaget (1896-1980) played a major role in laying the groundwork for many of our current beliefs about cognitive development. While specific beliefs and ideas of different cultures may vary, Piaget posited that the stages of cognitive development, namely, sensori-motor, pre-operational, concrete operational and formal operational, unfold in the same sequence at roughly the same ages, irrespective of cultural and educational background. The new political changes in South Africa have transformed the education policies from the content-orientated, rote-learning based curriculum of the past, to a skills-based, interactive learning approach called Outcomes-Based Education (OBE). OBE aims to move away from the old ¡¥tabula rasa¡¦ education policy towards a dynamic learning system that involves learners at a critical level of intelligence. OBE presents itself as compatible with developments in cognitive psychology, particularly Piaget¡¦s theory of intellectual development. With the recent change in curriculum, this research investigated whether children in South Africa have attained concrete and formal operations as OBE purports to encourage. The research takes a closer look at children¡¦s cognitive abilities as assessed by Piaget¡¦s theory of development. With reference to South African education ¡§as part of the far-reaching political, social and economic changes, aimed at an egalitarian and healthy society, the new political dispensation has replaced the previous education policy with a constructivist, Outcomes Based Educational approach.¡¨ (Skuy et al, 1999, p. 3). This study was conducted on children from grades one through to grades five, at two primary schools. One of the schools implemented OBE „b 4 years ago (experimental group), whilst the other has not as yet implemented OBE (control group). The measuring instruments consisted of Piaget¡¦s cognitive tests for assessing the concrete and formal operational stages. Piaget¡¦s tests are designed to look for a particular type of understanding/reasoning that typifies a particular developmental stage (Bybee & Sund, 1982). The tests consisted of one-to-one interviews designed to evaluate concrete, transitional and formal operational patterns of thought. Due to the relatively small sample group (ten participants per group) and the fact that the data is ordinal, the analysis was carried out using non-parametric and descriptive statistics. Thus, the results of Piaget¡¦s tests were compared to OBE related marks and academic marks using Spearman¡¦s Correlation Coefficient for ranked data, in order to better understand the nature of the relationship between OBE and cognitive development. Since the data is categorical, i.e., categorised as concrete operational and formal operational, the results of each child in the OBE school were also compared to the results of each child in the non-OBE school using the Mann-Whitney-U test (Howell, 1995) in order to determine whether there is a difference between OBE-cognitive development and Non-OBE-cognitive development. The aim of this study was to establish whether O.B.E is indeed a better approach than other methods of teaching with reference to cognitive development. The conclusion that can be drawn from this study is that O.B.E is not necessarily a more superior system to that of other teaching systems, and that in fact, the more traditional methods of teaching may enhance cognitive development more than O.B.E. , Dr. Alban Burke
- Full Text:
- Authors: Austin, Tracey-Lee
- Date: 2008-10-29T12:18:56Z
- Subjects: Competency based education , Constructivism (Education)
- Type: Thesis
- Identifier: uj:13805 , http://hdl.handle.net/10210/1406
- Description: D.Litt. et Phil. , Jean Piaget (1896-1980) played a major role in laying the groundwork for many of our current beliefs about cognitive development. While specific beliefs and ideas of different cultures may vary, Piaget posited that the stages of cognitive development, namely, sensori-motor, pre-operational, concrete operational and formal operational, unfold in the same sequence at roughly the same ages, irrespective of cultural and educational background. The new political changes in South Africa have transformed the education policies from the content-orientated, rote-learning based curriculum of the past, to a skills-based, interactive learning approach called Outcomes-Based Education (OBE). OBE aims to move away from the old ¡¥tabula rasa¡¦ education policy towards a dynamic learning system that involves learners at a critical level of intelligence. OBE presents itself as compatible with developments in cognitive psychology, particularly Piaget¡¦s theory of intellectual development. With the recent change in curriculum, this research investigated whether children in South Africa have attained concrete and formal operations as OBE purports to encourage. The research takes a closer look at children¡¦s cognitive abilities as assessed by Piaget¡¦s theory of development. With reference to South African education ¡§as part of the far-reaching political, social and economic changes, aimed at an egalitarian and healthy society, the new political dispensation has replaced the previous education policy with a constructivist, Outcomes Based Educational approach.¡¨ (Skuy et al, 1999, p. 3). This study was conducted on children from grades one through to grades five, at two primary schools. One of the schools implemented OBE „b 4 years ago (experimental group), whilst the other has not as yet implemented OBE (control group). The measuring instruments consisted of Piaget¡¦s cognitive tests for assessing the concrete and formal operational stages. Piaget¡¦s tests are designed to look for a particular type of understanding/reasoning that typifies a particular developmental stage (Bybee & Sund, 1982). The tests consisted of one-to-one interviews designed to evaluate concrete, transitional and formal operational patterns of thought. Due to the relatively small sample group (ten participants per group) and the fact that the data is ordinal, the analysis was carried out using non-parametric and descriptive statistics. Thus, the results of Piaget¡¦s tests were compared to OBE related marks and academic marks using Spearman¡¦s Correlation Coefficient for ranked data, in order to better understand the nature of the relationship between OBE and cognitive development. Since the data is categorical, i.e., categorised as concrete operational and formal operational, the results of each child in the OBE school were also compared to the results of each child in the non-OBE school using the Mann-Whitney-U test (Howell, 1995) in order to determine whether there is a difference between OBE-cognitive development and Non-OBE-cognitive development. The aim of this study was to establish whether O.B.E is indeed a better approach than other methods of teaching with reference to cognitive development. The conclusion that can be drawn from this study is that O.B.E is not necessarily a more superior system to that of other teaching systems, and that in fact, the more traditional methods of teaching may enhance cognitive development more than O.B.E. , Dr. Alban Burke
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Approach as an aspect of tactful feedback : implication for the management of teacher competence.
- Authors: Mekgoe, Malepela Josephine
- Date: 2012-08-16
- Subjects: Feedback (Psychology) , Teachers - Rating of , Communication in management , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:2595 , http://hdl.handle.net/10210/6044
- Description: M.Ed. , The problem of this research project can be summarised by means of the following questions: What is tactful feedback and what are its essential features? Does approach as an aspect of tactful feedback have a role to play in improving teacher competence? To what extent can approach as an aspect of "tactful feedback" be used to enhance teacher competence? Having demarcated the research problem it is now necessary to state the aim of this research project. In view of the problem formulated above, the general aim of this project is to: Investigate the essence and nature of tactful feedback as a means of improving teacher competence. In order to achieve the general aim of the group the specific aim of this research essay is to: investigate the essential aspects of tactful feedback; investigate teacher opinion about the approach or technique of tactful feedback received from educational managers; and determine whether the approach or technique used during tactful feedback can enhance teacher competence.
- Full Text:
- Authors: Mekgoe, Malepela Josephine
- Date: 2012-08-16
- Subjects: Feedback (Psychology) , Teachers - Rating of , Communication in management , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:2595 , http://hdl.handle.net/10210/6044
- Description: M.Ed. , The problem of this research project can be summarised by means of the following questions: What is tactful feedback and what are its essential features? Does approach as an aspect of tactful feedback have a role to play in improving teacher competence? To what extent can approach as an aspect of "tactful feedback" be used to enhance teacher competence? Having demarcated the research problem it is now necessary to state the aim of this research project. In view of the problem formulated above, the general aim of this project is to: Investigate the essence and nature of tactful feedback as a means of improving teacher competence. In order to achieve the general aim of the group the specific aim of this research essay is to: investigate the essential aspects of tactful feedback; investigate teacher opinion about the approach or technique of tactful feedback received from educational managers; and determine whether the approach or technique used during tactful feedback can enhance teacher competence.
- Full Text:
Evaluation of outcomes-based assessment in the intermediate phase
- Authors: Govender, Samantha
- Date: 2012-01-24
- Subjects: Competency based education , Education evaluation , Educational tests and measurements
- Type: Mini-Dissertation
- Identifier: uj:1939 , http://hdl.handle.net/10210/4299
- Description: M.Ed. , The purpose of this study was to evaluate Outcomes- Based Assessment in the Intermediate Phase. Curriculum 2005 is a new education curriculum that is driving the process of education transformation. It is fundamentally different from the school curriculum of the past which was divided into discrete subject areas and largely content- based and teacher- driven. One of the major shifts in the new curriculum is how learners are assessed. Outcomes - Based Assessment therefore is a daunting task and is not familiar for the majority of the educators in the Intermediate Phase. This study involved I 0 primary schools in the Richards Bay Circuit. 60 educators from the Intermediate Phase completed a questionnaire related to Outcomes - Based Assessment. The researcher also used observation as one of the research instruments in collecting data. 60 educators from the Intermediate Phase from the I 0 primary schools in the Richards Bay Circuit were closely observed. An observation checklist was completed by the researcher during class visits of the sampled schools. A close examination of 6 learners' portfolios, 2 from each grade and 6 from each school, together with the schools' Assessment Policy were evaluated by the researcher through the observation technique. 12 facilitators responsible for conducting workshops in Outcomes- Based Assessment for the Lower Umfolozi District were personally interviewed by the researcher. The researcher sought to evaluate Outcomes - Based Assessment in the Intermediate Phase, to identify measures as to empower educators to grasp a better understanding and determine areas of need regarding Outcomes - Based Assessment. The study has evaluated and reviewed the process, structure, design and implementation of Outcomes -Based Assessment in the Intermediate Phase, with a view to understanding what needs to be done to improve it, and make it successful. The major findings from the study pointed to the extent that Outcomes - Based Assessment is not widely understood at the classroom level. OutcomesBased Assessment definitely needs attention, that is, more clarity and a clear focus. Detailed guidelines and procedures from Departmental level needs to be instilled. This is the major contributing factor towards the failure to understand the process of Outcomes - Based Assessment.
- Full Text:
- Authors: Govender, Samantha
- Date: 2012-01-24
- Subjects: Competency based education , Education evaluation , Educational tests and measurements
- Type: Mini-Dissertation
- Identifier: uj:1939 , http://hdl.handle.net/10210/4299
- Description: M.Ed. , The purpose of this study was to evaluate Outcomes- Based Assessment in the Intermediate Phase. Curriculum 2005 is a new education curriculum that is driving the process of education transformation. It is fundamentally different from the school curriculum of the past which was divided into discrete subject areas and largely content- based and teacher- driven. One of the major shifts in the new curriculum is how learners are assessed. Outcomes - Based Assessment therefore is a daunting task and is not familiar for the majority of the educators in the Intermediate Phase. This study involved I 0 primary schools in the Richards Bay Circuit. 60 educators from the Intermediate Phase completed a questionnaire related to Outcomes - Based Assessment. The researcher also used observation as one of the research instruments in collecting data. 60 educators from the Intermediate Phase from the I 0 primary schools in the Richards Bay Circuit were closely observed. An observation checklist was completed by the researcher during class visits of the sampled schools. A close examination of 6 learners' portfolios, 2 from each grade and 6 from each school, together with the schools' Assessment Policy were evaluated by the researcher through the observation technique. 12 facilitators responsible for conducting workshops in Outcomes- Based Assessment for the Lower Umfolozi District were personally interviewed by the researcher. The researcher sought to evaluate Outcomes - Based Assessment in the Intermediate Phase, to identify measures as to empower educators to grasp a better understanding and determine areas of need regarding Outcomes - Based Assessment. The study has evaluated and reviewed the process, structure, design and implementation of Outcomes -Based Assessment in the Intermediate Phase, with a view to understanding what needs to be done to improve it, and make it successful. The major findings from the study pointed to the extent that Outcomes - Based Assessment is not widely understood at the classroom level. OutcomesBased Assessment definitely needs attention, that is, more clarity and a clear focus. Detailed guidelines and procedures from Departmental level needs to be instilled. This is the major contributing factor towards the failure to understand the process of Outcomes - Based Assessment.
- Full Text:
Perceptions of grade one teachers in Gauteng on outcomes-based education and natural science teaching
- Authors: Raboroko, Tshepo MacPherson
- Date: 2012-08-13
- Subjects: Competency based education , Teachers -- In-service training -- South Africa -- Case studies , Science -- Study and teaching (Elementary) -- South Africa -- Evaluation , Competency based education -- South Africa , First grade (Education) -- Gauteng
- Type: Mini-Dissertation
- Identifier: uj:9118 , http://hdl.handle.net/10210/5575
- Description: M.Ed. , Outcomes Based Education (OBE), also referred to as Curriculum 2005 in South Africa, is due for implementation at Grade 1 level in 1998. The question is: "Are we ready?" The focus of the study is on Grade 1 teachers who face the challenge of starting the ball rolling. Do they know what OBE is all about? Have they been adequately prepared for this big task? Literature review made quotes the Minister of Education, Prof S.M.E. Bengu saying that "all signs point to a readiness for the new system... Schools are willing and prepared for implementation in 1998..." (Department of Education, 1997f : A). He acknowledges however, that as teachers begin to implement the new curriculum in classrooms, things are not going to be perfect and promises monitoring in order to identify areas in which further training and support need to be provided. Critiques question the "hurried" implementation of OBE stating that the policy was not well thought of and will fail because it is being implemented in isolation and ignorance of about 80 years of accumulated experience with respect to curriculum change in both first world and developing countries, and in fact undermine the already fragile learning environment in schools and classrooms of South Africa (Jansen, 1997 : 66). An empirical study involving two Grade 1 teachers per school in 21 primary schools randomly chosen in both Soweto and Johannesburg suburbs was conducted. Two of the schools, one in Soweto and the other one in Randparkridge were used for the pilot study. The purpose of the empirical study made was to find out whether Grade 1 teachers in Gauteng were ready for OBE implementation and Natural Science teaching in 1998, and thus prove my hypothesis true or false. My hypothesis is that the majority of Grade 1 teachers do not know what OBE is all about and are therefore not ready for implementation in January 1998. The findings are that the majority of respondents know what OBE is all about and are ready (with reservations) for implementation in 1998, hence the need for more extensive and practical demonstrations of live class room situations followed by a thorough monitoring of the whole process during the implementation period.
- Full Text:
- Authors: Raboroko, Tshepo MacPherson
- Date: 2012-08-13
- Subjects: Competency based education , Teachers -- In-service training -- South Africa -- Case studies , Science -- Study and teaching (Elementary) -- South Africa -- Evaluation , Competency based education -- South Africa , First grade (Education) -- Gauteng
- Type: Mini-Dissertation
- Identifier: uj:9118 , http://hdl.handle.net/10210/5575
- Description: M.Ed. , Outcomes Based Education (OBE), also referred to as Curriculum 2005 in South Africa, is due for implementation at Grade 1 level in 1998. The question is: "Are we ready?" The focus of the study is on Grade 1 teachers who face the challenge of starting the ball rolling. Do they know what OBE is all about? Have they been adequately prepared for this big task? Literature review made quotes the Minister of Education, Prof S.M.E. Bengu saying that "all signs point to a readiness for the new system... Schools are willing and prepared for implementation in 1998..." (Department of Education, 1997f : A). He acknowledges however, that as teachers begin to implement the new curriculum in classrooms, things are not going to be perfect and promises monitoring in order to identify areas in which further training and support need to be provided. Critiques question the "hurried" implementation of OBE stating that the policy was not well thought of and will fail because it is being implemented in isolation and ignorance of about 80 years of accumulated experience with respect to curriculum change in both first world and developing countries, and in fact undermine the already fragile learning environment in schools and classrooms of South Africa (Jansen, 1997 : 66). An empirical study involving two Grade 1 teachers per school in 21 primary schools randomly chosen in both Soweto and Johannesburg suburbs was conducted. Two of the schools, one in Soweto and the other one in Randparkridge were used for the pilot study. The purpose of the empirical study made was to find out whether Grade 1 teachers in Gauteng were ready for OBE implementation and Natural Science teaching in 1998, and thus prove my hypothesis true or false. My hypothesis is that the majority of Grade 1 teachers do not know what OBE is all about and are therefore not ready for implementation in January 1998. The findings are that the majority of respondents know what OBE is all about and are ready (with reservations) for implementation in 1998, hence the need for more extensive and practical demonstrations of live class room situations followed by a thorough monitoring of the whole process during the implementation period.
- Full Text:
Secondary school teachers' resistance towards the implementation of outcomes-based education.
- Authors: Mzolo, Lindinkosi Bernard
- Date: 2012-08-20
- Subjects: High school teachers - South Africa - Attitudes , Educational change - South Africa , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:2726 , http://hdl.handle.net/10210/6167
- Description: M.Ed. , The aim of the study is to try and find out reasons and causes why secondary school teachers in the Bethlehem district — QwaQwa resist the implementation of Outcomes Based Education. To achieve the aim of the study, I will use the questionnaire, interviews and try to view opinions of other experts by referring to literature. My hypothesis is that secondary school teachers in the Bethlehem district - QwaQwa in the Free-State Province, resist the implementation of OBE because they were not consulted about it. They were not involved in the decision-making process, the formulation and designing of OBE curriculum, and therefore, they feel they are not suitably qualified. They think their only solution to make the government realise their importance, is to resist the introduction of OBE.
- Full Text:
- Authors: Mzolo, Lindinkosi Bernard
- Date: 2012-08-20
- Subjects: High school teachers - South Africa - Attitudes , Educational change - South Africa , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:2726 , http://hdl.handle.net/10210/6167
- Description: M.Ed. , The aim of the study is to try and find out reasons and causes why secondary school teachers in the Bethlehem district — QwaQwa resist the implementation of Outcomes Based Education. To achieve the aim of the study, I will use the questionnaire, interviews and try to view opinions of other experts by referring to literature. My hypothesis is that secondary school teachers in the Bethlehem district - QwaQwa in the Free-State Province, resist the implementation of OBE because they were not consulted about it. They were not involved in the decision-making process, the formulation and designing of OBE curriculum, and therefore, they feel they are not suitably qualified. They think their only solution to make the government realise their importance, is to resist the introduction of OBE.
- Full Text:
Learners' involvement in the attainment of learning outcomes in the teaching of economics
- Authors: Mokone, Ramotiyane Philemon
- Date: 2012-09-12
- Subjects: Economics - Study and teaching (Secondary) - South Africa , Competency based education , High school students - South Africa - Attitudes
- Type: Thesis
- Identifier: uj:10116 , http://hdl.handle.net/10210/7499
- Description: M.Ed. , The research question asked in this study is: "In what ways could learners' involvement influence the attainment of learning outcomes in the teaching and learning of Economics?" The answer to the above question will form the basis of the aim of the study. The aim of this study is to explore and describe in a qualitative manner the ways through which learners' involvement could influence the attainment of learning outcomes in the teaching and learning of Economics. To achieve the above aim of the study, the following objectives are stated: A theoretical background will be presented on learners' involvement and the attainment of learning outcomes in order to explore the present practice. Through a qualitative investigation the researcher will determine how Economics teachers presently involve learners in the teaching and learning of Economics. Data will be analysed and interpreted regarding learners' involvement in the teaching and learning of Economics. Data will be described and compared with literature.
- Full Text:
- Authors: Mokone, Ramotiyane Philemon
- Date: 2012-09-12
- Subjects: Economics - Study and teaching (Secondary) - South Africa , Competency based education , High school students - South Africa - Attitudes
- Type: Thesis
- Identifier: uj:10116 , http://hdl.handle.net/10210/7499
- Description: M.Ed. , The research question asked in this study is: "In what ways could learners' involvement influence the attainment of learning outcomes in the teaching and learning of Economics?" The answer to the above question will form the basis of the aim of the study. The aim of this study is to explore and describe in a qualitative manner the ways through which learners' involvement could influence the attainment of learning outcomes in the teaching and learning of Economics. To achieve the above aim of the study, the following objectives are stated: A theoretical background will be presented on learners' involvement and the attainment of learning outcomes in order to explore the present practice. Through a qualitative investigation the researcher will determine how Economics teachers presently involve learners in the teaching and learning of Economics. Data will be analysed and interpreted regarding learners' involvement in the teaching and learning of Economics. Data will be described and compared with literature.
- Full Text:
'n Bevoegdheidsgebaseerde model vir die ontwikkeling van ingenieurs-in-opleiding by Evkom
- Authors: Rall, Cornelius
- Date: 2014-02-04
- Subjects: Competency based education , Adult education , Eskom (Firm)
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/369646 , uj:8008 , http://hdl.handle.net/10210/8944
- Description: M.Phil. (Economics) , Please refer to full text to view abstract
- Full Text:
- Authors: Rall, Cornelius
- Date: 2014-02-04
- Subjects: Competency based education , Adult education , Eskom (Firm)
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/369646 , uj:8008 , http://hdl.handle.net/10210/8944
- Description: M.Phil. (Economics) , Please refer to full text to view abstract
- Full Text:
The implementation of outcomes based education in township primary schools.
- Authors: Thusi, Lillian Bathabile
- Date: 2009-02-11T08:55:12Z
- Subjects: Competency based education , Primary education , In-service training of primary teachers , School management teams
- Type: Thesis
- Identifier: uj:8134 , http://hdl.handle.net/10210/2109
- Description: M.Ed.
- Full Text:
- Authors: Thusi, Lillian Bathabile
- Date: 2009-02-11T08:55:12Z
- Subjects: Competency based education , Primary education , In-service training of primary teachers , School management teams
- Type: Thesis
- Identifier: uj:8134 , http://hdl.handle.net/10210/2109
- Description: M.Ed.
- Full Text:
Uitkomsgebaseerde wiskunde-onderrig
- Authors: Bedeker, Johanna Catharina
- Date: 2012-08-16
- Subjects: Mathematics - Study and teaching , Competency based education
- Type: Thesis
- Identifier: uj:9486 , http://hdl.handle.net/10210/5917
- Description: M.Ed. , The research conducted for the purpose of this study clearly showed that outcomes-based education (OBE) potentially offers a remedy for this country's ineffective education system which often fails to equip learners adequately to face the future with confidence and achieve success in the adult world. OBE enables each learner to achieve optimally within the limitations of his/her personal ability and prepares learners for life after school. Since teachers play a vital role in the successful implementation of OBE, it is essential that they should truly understand this paradigm shift and should wholeheartedly support the accompanying change in focus. In teaching mathematics, the aim is that the learner should understand it well enough to actually apply mathematic principles in everyday life. To start with, a special effort should be made to make the syllabus content more meaningful by showing learners how their knowledge of mathematics can be applied in everyday situations and how it can be of value once they have left school. Once the OBE approach has been implemented, Mathematics pupils will be much more skilled when they leave school. In addition to being able to use their knowledge of mathematics confidently, they will have achieved a higher level of emotional maturity, which is an important asset, regardless of whether they continue their studies at a tertiary institution or enter the world of work. Teachers who consider OBE in this light will find that the change-over is much easier. The best way to prepare for the new system of education is undoubtedly to read as much as possible about it and to access any other available sources of information. Once a person has accepted and embraced the idea of OBE, he/she will find that the many new related terms an phrases are much easier to understand. This can then be followed by practical implementation, which will demand that teachers design their own strategies for the effective achievement of specific outcomes by their pupils. Much more than ever before teachers will have to develop their entrepreneurial skills, and this should be an exciting experience! The urgent need for a more effective approach to teaching in South Africa is spelled out most clearly by the poor results obtained in Mathematics at school level, and by the anxiety generally associated with the study of this subject. As a result relatively few learners are interested in continuing their studies in the fields of mathematics and science, which will inevitably lead to a critical shortage of skilled engineers, economists, etc.
- Full Text:
- Authors: Bedeker, Johanna Catharina
- Date: 2012-08-16
- Subjects: Mathematics - Study and teaching , Competency based education
- Type: Thesis
- Identifier: uj:9486 , http://hdl.handle.net/10210/5917
- Description: M.Ed. , The research conducted for the purpose of this study clearly showed that outcomes-based education (OBE) potentially offers a remedy for this country's ineffective education system which often fails to equip learners adequately to face the future with confidence and achieve success in the adult world. OBE enables each learner to achieve optimally within the limitations of his/her personal ability and prepares learners for life after school. Since teachers play a vital role in the successful implementation of OBE, it is essential that they should truly understand this paradigm shift and should wholeheartedly support the accompanying change in focus. In teaching mathematics, the aim is that the learner should understand it well enough to actually apply mathematic principles in everyday life. To start with, a special effort should be made to make the syllabus content more meaningful by showing learners how their knowledge of mathematics can be applied in everyday situations and how it can be of value once they have left school. Once the OBE approach has been implemented, Mathematics pupils will be much more skilled when they leave school. In addition to being able to use their knowledge of mathematics confidently, they will have achieved a higher level of emotional maturity, which is an important asset, regardless of whether they continue their studies at a tertiary institution or enter the world of work. Teachers who consider OBE in this light will find that the change-over is much easier. The best way to prepare for the new system of education is undoubtedly to read as much as possible about it and to access any other available sources of information. Once a person has accepted and embraced the idea of OBE, he/she will find that the many new related terms an phrases are much easier to understand. This can then be followed by practical implementation, which will demand that teachers design their own strategies for the effective achievement of specific outcomes by their pupils. Much more than ever before teachers will have to develop their entrepreneurial skills, and this should be an exciting experience! The urgent need for a more effective approach to teaching in South Africa is spelled out most clearly by the poor results obtained in Mathematics at school level, and by the anxiety generally associated with the study of this subject. As a result relatively few learners are interested in continuing their studies in the fields of mathematics and science, which will inevitably lead to a critical shortage of skilled engineers, economists, etc.
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The relationship between outcomes based education and cognitive development : an exploration of South African learners
- Authors: Austin, Tracey-Lee
- Date: 2011-02-28T06:21:35Z
- Subjects: Competency based education , Cognition in children , Constructivism (Education)
- Type: Thesis
- Identifier: uj:7037 , http://hdl.handle.net/10210/3559
- Description: M.A. , Jean Piaget (1896-1980) played a major role in laying the groundwork for many of our current beliefs about cognitive development. By examining children's answers to particular questions and how they reached those answers, Piaget concluded that children's thinking was qualitatively different from adults and that it had its own special logic. Piaget was concerned with explaining the universal aspects of cognitive development rather than individual differences between people. While specific beliefs and ideas of different cultures may vary, Piaget posited that the stages of cognitive development, namely, sensori-motor, preoperational, concrete operational and formal operational, unfold in the same sequence at roughly the same ages, irrespective of cultural and educational background. The new political changes in South Africa have transformed the education policies from the content-orientated, rote-learning based curriculum of the past, to a skills-based, interactive learning approach called OutcomesBased Education (OBE). OBE aims to move away from the old 'tabula rasa' education policy towards a dynamic learning system that involves learners at a critical level of intelligence. OBE presents itself as compatible with developments in cognitive psychology, particularly Piaget's theory of intellectual development. The aim of this study was to explore, on a theoretical level, whether OBE is a marked improvement on the old system, particularly with regard to cognitive development, or whether the old system is equivalent to or better than OBE as a facilitator of the development of the concrete operational and formal operational stages. As this was a literature survey, an extensive theoretical analysis on Piaget's theory as well as on the premises of OBE was done, in order to determine whether there are theoretical links between OBE and Piaget's theory. Theoretical links were found between OBE and Piaget's theory, hence the pertinent and salient aspects of both Piaget's theory and the premises of OBE were reformulated in terms of the following hypotheses for the next stage of the research: • Children exposed to OBE will show an accelerated cognitive development when compared to children who have not been exposed to OBE. • There is a relationship between OBE and cognitive development. These hypotheses will have to be followed up by an empirical study where the cognitive development of learners from an OBE system will have to be compared with the cognitive development of learners from a non-OBE system. The research design of such a study will have to be such that the proposed hypotheses could be tested.
- Full Text:
- Authors: Austin, Tracey-Lee
- Date: 2011-02-28T06:21:35Z
- Subjects: Competency based education , Cognition in children , Constructivism (Education)
- Type: Thesis
- Identifier: uj:7037 , http://hdl.handle.net/10210/3559
- Description: M.A. , Jean Piaget (1896-1980) played a major role in laying the groundwork for many of our current beliefs about cognitive development. By examining children's answers to particular questions and how they reached those answers, Piaget concluded that children's thinking was qualitatively different from adults and that it had its own special logic. Piaget was concerned with explaining the universal aspects of cognitive development rather than individual differences between people. While specific beliefs and ideas of different cultures may vary, Piaget posited that the stages of cognitive development, namely, sensori-motor, preoperational, concrete operational and formal operational, unfold in the same sequence at roughly the same ages, irrespective of cultural and educational background. The new political changes in South Africa have transformed the education policies from the content-orientated, rote-learning based curriculum of the past, to a skills-based, interactive learning approach called OutcomesBased Education (OBE). OBE aims to move away from the old 'tabula rasa' education policy towards a dynamic learning system that involves learners at a critical level of intelligence. OBE presents itself as compatible with developments in cognitive psychology, particularly Piaget's theory of intellectual development. The aim of this study was to explore, on a theoretical level, whether OBE is a marked improvement on the old system, particularly with regard to cognitive development, or whether the old system is equivalent to or better than OBE as a facilitator of the development of the concrete operational and formal operational stages. As this was a literature survey, an extensive theoretical analysis on Piaget's theory as well as on the premises of OBE was done, in order to determine whether there are theoretical links between OBE and Piaget's theory. Theoretical links were found between OBE and Piaget's theory, hence the pertinent and salient aspects of both Piaget's theory and the premises of OBE were reformulated in terms of the following hypotheses for the next stage of the research: • Children exposed to OBE will show an accelerated cognitive development when compared to children who have not been exposed to OBE. • There is a relationship between OBE and cognitive development. These hypotheses will have to be followed up by an empirical study where the cognitive development of learners from an OBE system will have to be compared with the cognitive development of learners from a non-OBE system. The research design of such a study will have to be such that the proposed hypotheses could be tested.
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OBE guidelines for Northern Sotho first language teaching
- Authors: Mohope, Sophie Sebolai
- Date: 2012-09-12
- Subjects: Northern Sotho language - Study and teaching - South Africa , Competency based education , Native language and education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10149 , http://hdl.handle.net/10210/7529
- Description: M.Ed. , In this dissertation the aim is to develop outcomes-based guidelines for Northern Sotho first language teaching, in the Senior Phase. This main aim can be further divided into two objectives which should be initially accomplished in order to reach the main aims: Firstly, guidelines for first language teaching need to be developed. Secondly, guidelines for teaching according to an outcomes-based approach need to be developed.
- Full Text:
- Authors: Mohope, Sophie Sebolai
- Date: 2012-09-12
- Subjects: Northern Sotho language - Study and teaching - South Africa , Competency based education , Native language and education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10149 , http://hdl.handle.net/10210/7529
- Description: M.Ed. , In this dissertation the aim is to develop outcomes-based guidelines for Northern Sotho first language teaching, in the Senior Phase. This main aim can be further divided into two objectives which should be initially accomplished in order to reach the main aims: Firstly, guidelines for first language teaching need to be developed. Secondly, guidelines for teaching according to an outcomes-based approach need to be developed.
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Teaching strategies as an aspect of effectiveness : implication for the management of teacher competence
- Authors: Mestry, Rajkumar
- Date: 2012-09-12
- Subjects: Teaching - Methodology , Effective teaching , Competency based education , Rating of teachers
- Type: Mini-Dissertation
- Identifier: uj:10201 , http://hdl.handle.net/10210/7576
- Description: M.Ed. , Schooling in South Africa has been influenced to a large extent by socio-economic and political factors which resulted in a wide variety of schooling systems with vastly differing frameworks and standards. This coupled with the high failure rate of South African students in the 1995 matriculation examination as reported in The Star reflects the need to critically examine the effectiveness of the teaching programme (Swart and Mothibeli, 1995: 1). The emotive responses discussed above immediately poses several problems which may be summarised by means of the following questions: What is teacher competence and how is it managed ? What is the essence of effectiveness as an aspect of teacher competency? Which components are associated with effectiveness in the teaching and learning environment? Which teaching behaviours are representative of effectiveness? To what extent can effectiveness be used to enhance teacher competence? Having identified problems related to teacher competence the aims of the research will be established. GENERAL AIM To investigate the components of teacher competence and how these aspects can enhance teacher effectiveness.1.3.2 GROUP AIM To investigate the components of effectiveness and how this can enhance teacher competence. 1.3.3 SPECIFIC AIM To determine the contribution of teaching strategies towards improving effectiveness in the teaching and learning situation; To obtain teacher opinion as to the extent that teaching strategies enhances effectiveness; and Devise a possible strategy whereby teaching strategies can support effectiveness and enhance teacher competence. To achieve the above aims, the following research methodology will be used.
- Full Text:
- Authors: Mestry, Rajkumar
- Date: 2012-09-12
- Subjects: Teaching - Methodology , Effective teaching , Competency based education , Rating of teachers
- Type: Mini-Dissertation
- Identifier: uj:10201 , http://hdl.handle.net/10210/7576
- Description: M.Ed. , Schooling in South Africa has been influenced to a large extent by socio-economic and political factors which resulted in a wide variety of schooling systems with vastly differing frameworks and standards. This coupled with the high failure rate of South African students in the 1995 matriculation examination as reported in The Star reflects the need to critically examine the effectiveness of the teaching programme (Swart and Mothibeli, 1995: 1). The emotive responses discussed above immediately poses several problems which may be summarised by means of the following questions: What is teacher competence and how is it managed ? What is the essence of effectiveness as an aspect of teacher competency? Which components are associated with effectiveness in the teaching and learning environment? Which teaching behaviours are representative of effectiveness? To what extent can effectiveness be used to enhance teacher competence? Having identified problems related to teacher competence the aims of the research will be established. GENERAL AIM To investigate the components of teacher competence and how these aspects can enhance teacher effectiveness.1.3.2 GROUP AIM To investigate the components of effectiveness and how this can enhance teacher competence. 1.3.3 SPECIFIC AIM To determine the contribution of teaching strategies towards improving effectiveness in the teaching and learning situation; To obtain teacher opinion as to the extent that teaching strategies enhances effectiveness; and Devise a possible strategy whereby teaching strategies can support effectiveness and enhance teacher competence. To achieve the above aims, the following research methodology will be used.
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A curriculum framework for communication studies at teacher training institutions
- Authors: Modiphane, Mpho Calphonia
- Date: 2012-08-22
- Subjects: Communication - Study and teaching (Higher) , Teachers colleges - South Africa - Curricula , Universities and colleges - Curricula , Education, Higher - South Africa - Curricula , Competency based education
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/370750 , uj:3022 , http://hdl.handle.net/10210/6444
- Description: M.Ed. , The main aim of the study is to develop an appropriate curriculum framework for Communication Studies at teacher training institutions. 4 This aim will require: 1.3.1 Identifying the basic principles involved in developing a curriculum framework; 1.3.2 Identifying the basic guidelines underlying a course in Communication Studies; and finally 1.3.3 Identifying the needs of student teachers in Communication Studies from the perspective of teacher educators
- Full Text:
- Authors: Modiphane, Mpho Calphonia
- Date: 2012-08-22
- Subjects: Communication - Study and teaching (Higher) , Teachers colleges - South Africa - Curricula , Universities and colleges - Curricula , Education, Higher - South Africa - Curricula , Competency based education
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/370750 , uj:3022 , http://hdl.handle.net/10210/6444
- Description: M.Ed. , The main aim of the study is to develop an appropriate curriculum framework for Communication Studies at teacher training institutions. 4 This aim will require: 1.3.1 Identifying the basic principles involved in developing a curriculum framework; 1.3.2 Identifying the basic guidelines underlying a course in Communication Studies; and finally 1.3.3 Identifying the needs of student teachers in Communication Studies from the perspective of teacher educators
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Curriculum reform in South Africa : assessment of English in the national qualification framework
- Authors: Barry, Denise Margaret
- Date: 2009-09-21T09:38:21Z
- Subjects: English language study and teaching , Second language acquisition , Competency based education , Language policy , Multilingualism
- Type: Thesis
- Identifier: uj:8632 , http://hdl.handle.net/10210/2972
- Description: D.Litt. et Phil.
- Full Text: false
- Authors: Barry, Denise Margaret
- Date: 2009-09-21T09:38:21Z
- Subjects: English language study and teaching , Second language acquisition , Competency based education , Language policy , Multilingualism
- Type: Thesis
- Identifier: uj:8632 , http://hdl.handle.net/10210/2972
- Description: D.Litt. et Phil.
- Full Text: false
Motivation as an aspect of tactful feedback : implication for the management of teacher competence
- Mutshinyani, Avhatakali Hendrick
- Authors: Mutshinyani, Avhatakali Hendrick
- Date: 2014-02-18
- Subjects: Motivation in education , Feedback (Psychology) , Competency based education , Teachers - Rating of
- Type: Thesis
- Identifier: uj:4131 , http://hdl.handle.net/10210/9478
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
- Full Text:
- Authors: Mutshinyani, Avhatakali Hendrick
- Date: 2014-02-18
- Subjects: Motivation in education , Feedback (Psychology) , Competency based education , Teachers - Rating of
- Type: Thesis
- Identifier: uj:4131 , http://hdl.handle.net/10210/9478
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
- Full Text:
The development of an outcomes-based grade 12, English as an additional language, question paper
- Authors: Baloyi, Mzamani Reckson
- Date: 2011-02-28T06:30:38Z
- Subjects: Competency based education , English language , High schools examinations , Students rating
- Type: Thesis
- Identifier: uj:7042 , http://hdl.handle.net/10210/3563
- Description: M.Ed. , Although the language assessment procedures for South African Grade12 learners have been extensively investigated by language practitioners, additional research is required in order to enhance assessment procedures and questioning techniques so that attitudes, values and learners' observable knowledge be included in testing. This study addresses the deficiencies associated with the existing assessment and evaluation techniques as related to English Second Language examinations. In this regard all aspects of assessment Le. writing, language and literature have been critically analyzed. The gaps that exist between assessment theories and assessing English in practical use have also been investigated, including ways of closing these gaps. The focus of the argument in this research report is that the less effective questioning measures in Grade 12 examinations should be addressed by critically analyzing existing papers and by identifying alternative assessment techniques. An alternative assessment programme incorporating new techniques has thus been formulated, and a pilot project conducted. The results from the pilot project, including learners' critical analysis of current assessment practice and educator responses have been analyzed and documented. The major findings were that: ~ The examinations encouraged learners to write in only a limited range of genres. The tasks set were appropriate as there was an assessment of the knowledge and skills that learners require beyond the classroom. ~ The literature papers focused too narrowly on intensive reading of short extracts from text.
- Full Text:
- Authors: Baloyi, Mzamani Reckson
- Date: 2011-02-28T06:30:38Z
- Subjects: Competency based education , English language , High schools examinations , Students rating
- Type: Thesis
- Identifier: uj:7042 , http://hdl.handle.net/10210/3563
- Description: M.Ed. , Although the language assessment procedures for South African Grade12 learners have been extensively investigated by language practitioners, additional research is required in order to enhance assessment procedures and questioning techniques so that attitudes, values and learners' observable knowledge be included in testing. This study addresses the deficiencies associated with the existing assessment and evaluation techniques as related to English Second Language examinations. In this regard all aspects of assessment Le. writing, language and literature have been critically analyzed. The gaps that exist between assessment theories and assessing English in practical use have also been investigated, including ways of closing these gaps. The focus of the argument in this research report is that the less effective questioning measures in Grade 12 examinations should be addressed by critically analyzing existing papers and by identifying alternative assessment techniques. An alternative assessment programme incorporating new techniques has thus been formulated, and a pilot project conducted. The results from the pilot project, including learners' critical analysis of current assessment practice and educator responses have been analyzed and documented. The major findings were that: ~ The examinations encouraged learners to write in only a limited range of genres. The tasks set were appropriate as there was an assessment of the knowledge and skills that learners require beyond the classroom. ~ The literature papers focused too narrowly on intensive reading of short extracts from text.
- Full Text:
Consideration as an aspect of transparent feedback : implications for teacher competence
- Authors: Shimange, Lesley Cecilia
- Date: 2012-08-14
- Subjects: Feedback (Psychology) , Thoughtfulness , Teachers - Rating of - South Africa , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:9190 , http://hdl.handle.net/10210/5640
- Description: M.Ed. , The research project can be summarized by means of the following questions. What is teacher competence and how is it constructed? (research project) What is the role of transparent feedback when evaluating teacher competence? (group project) 3 What is the crux of consideration as an aspect of transparent feedback when evaluating teacher competence? 4. Which behaviour of the appraisers represent consideration when giving transparent feedback? AIM OF THE RESEARCH In view of the problem formulated above the following aims are set for the research: Aim of the project: The project aims at investigating the components of teacher competence and how these aspects can enhance teacher effectiveness. Aim of the research group: The group's aim, which is included in this essay, is to investigate transparent feedback as an aspect of teacher corn petence. • The Specific aim of the research essay: The extent to which evaluators use consideration as an aspect of transparent feedback on the appraisal of teacher competence will be investigated by eliciting teacher opinion. Having analyzed the problem and the aim statements, the method envisaged in researching the problem of teacher competence will be discussed.
- Full Text:
- Authors: Shimange, Lesley Cecilia
- Date: 2012-08-14
- Subjects: Feedback (Psychology) , Thoughtfulness , Teachers - Rating of - South Africa , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:9190 , http://hdl.handle.net/10210/5640
- Description: M.Ed. , The research project can be summarized by means of the following questions. What is teacher competence and how is it constructed? (research project) What is the role of transparent feedback when evaluating teacher competence? (group project) 3 What is the crux of consideration as an aspect of transparent feedback when evaluating teacher competence? 4. Which behaviour of the appraisers represent consideration when giving transparent feedback? AIM OF THE RESEARCH In view of the problem formulated above the following aims are set for the research: Aim of the project: The project aims at investigating the components of teacher competence and how these aspects can enhance teacher effectiveness. Aim of the research group: The group's aim, which is included in this essay, is to investigate transparent feedback as an aspect of teacher corn petence. • The Specific aim of the research essay: The extent to which evaluators use consideration as an aspect of transparent feedback on the appraisal of teacher competence will be investigated by eliciting teacher opinion. Having analyzed the problem and the aim statements, the method envisaged in researching the problem of teacher competence will be discussed.
- Full Text:
Issues of language, linguistics and pedagogy in the continuous professional development of teachers of English in Bushbuckridge
- Authors: Klu, Ernest Kwesi
- Date: 2012-02-06
- Subjects: Teachers in-service training , Language teachers training , English language study and teaching , Second language acquisition , Competency based education
- Type: Thesis
- Identifier: uj:2031 , http://hdl.handle.net/10210/4382
- Description: D.Phil. , With the demise of apartheid and the ushering in of a new political dispensation, many changes have taken place in South Africa. The field of education, which was one of the most volatile areas of concern for the apartheid regime and has been described by some academics at the University of Natal as being a miasmic morass marked by systemic crisis, has been quick to purge itself of some of its apartheid legacies. For instance, to offset the harmful effects of the 'Bantu Education Act', a new school curriculum - Curriculum 2005- has been introduced. It is hoped by the education authorities that Curriculum 2005, which has its roots in Outcomes-based Education (OBE) and an accompanying pedago91 based on a constructivist methodology, will help considerably in preparing students adequately for the challenges of adulthood. This is something that has hitherto been denied them by the obnoxious 'Bantu Education Act'. This study is undertaken on the premise that without being able to crawl, a child cannot walk, let alone run. Against this background, teachers should first of all undergo an intensive re-training programme to bring their knowledge and competency levels to acceptable standards. It is only after this, that they can be eased into the otherwise complex, contradictory and sometimes unintelligible concepts being branded as OBE. Without this, there would be a case of 'tissue rejection' or the proverbial 'the body is willing but the spirit is weak' as teachers would not be able to cope with the demands of Curriculum 2005. The focus of this study is particularly on the (English) language teacher, whose task has been made all the more difficult by the constitutional stipulation that eleven of the languages spoken in the Republic of South Africa should be considered as official languages - an unnecessary drain on the fragile economy. Besides, as there is no clear-cut directive from the national Department of Education, English language teachers are faced with a situation in which they do not know which variety of English to teach. The problem is further compounded by the obvious lack of training for the teachers in second language teaching techniques and their own communication competence. Teachers in rural areas are the worse hit, as they are not exposed to any of the advances in modern technology, which could easily compensate for their inadequacies. The study postulates that until serious attempts are made to remedy and solve such problems, the introduction of Curriculum 2005 and/or any other curriculum innovations will be an exercise in futility. The investigation conducted to examine this claim has delivered findings that support this claim. It has also shown that the sample of teachers drawn from a rural population have little linguistic awareness, limited competence in English and practise a pedagogy that borders on a fraudulent use of so-called 'OBE techniques', without sufficient knowledge and/or understanding.
- Full Text:
- Authors: Klu, Ernest Kwesi
- Date: 2012-02-06
- Subjects: Teachers in-service training , Language teachers training , English language study and teaching , Second language acquisition , Competency based education
- Type: Thesis
- Identifier: uj:2031 , http://hdl.handle.net/10210/4382
- Description: D.Phil. , With the demise of apartheid and the ushering in of a new political dispensation, many changes have taken place in South Africa. The field of education, which was one of the most volatile areas of concern for the apartheid regime and has been described by some academics at the University of Natal as being a miasmic morass marked by systemic crisis, has been quick to purge itself of some of its apartheid legacies. For instance, to offset the harmful effects of the 'Bantu Education Act', a new school curriculum - Curriculum 2005- has been introduced. It is hoped by the education authorities that Curriculum 2005, which has its roots in Outcomes-based Education (OBE) and an accompanying pedago91 based on a constructivist methodology, will help considerably in preparing students adequately for the challenges of adulthood. This is something that has hitherto been denied them by the obnoxious 'Bantu Education Act'. This study is undertaken on the premise that without being able to crawl, a child cannot walk, let alone run. Against this background, teachers should first of all undergo an intensive re-training programme to bring their knowledge and competency levels to acceptable standards. It is only after this, that they can be eased into the otherwise complex, contradictory and sometimes unintelligible concepts being branded as OBE. Without this, there would be a case of 'tissue rejection' or the proverbial 'the body is willing but the spirit is weak' as teachers would not be able to cope with the demands of Curriculum 2005. The focus of this study is particularly on the (English) language teacher, whose task has been made all the more difficult by the constitutional stipulation that eleven of the languages spoken in the Republic of South Africa should be considered as official languages - an unnecessary drain on the fragile economy. Besides, as there is no clear-cut directive from the national Department of Education, English language teachers are faced with a situation in which they do not know which variety of English to teach. The problem is further compounded by the obvious lack of training for the teachers in second language teaching techniques and their own communication competence. Teachers in rural areas are the worse hit, as they are not exposed to any of the advances in modern technology, which could easily compensate for their inadequacies. The study postulates that until serious attempts are made to remedy and solve such problems, the introduction of Curriculum 2005 and/or any other curriculum innovations will be an exercise in futility. The investigation conducted to examine this claim has delivered findings that support this claim. It has also shown that the sample of teachers drawn from a rural population have little linguistic awareness, limited competence in English and practise a pedagogy that borders on a fraudulent use of so-called 'OBE techniques', without sufficient knowledge and/or understanding.
- Full Text: