Die betrokkenheid van dosente by kurrikulumontwikkeling aan 'n gedesentraliseerde multi-kampus universiteit
- Authors: Lotter, Annette
- Date: 2012-09-04
- Subjects: Universities and colleges - Curricula , Curriculum planning - South Africa , Rating of college teachers - South Africa , Decentralization of universities and colleges - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/371652 , uj:3448 , http://hdl.handle.net/10210/6842
- Description: D.Ed. , This particular research -focus on the involvement of lecturers at a decentralised multi-campus university in curriculum development. The research design which were followed is of an explorative, descriptive and qualitative nature. In this research several examples of curriculum development which have been unsuccessful, were mentioned. These examples explain shortcomings or inadequacies such as curricula which are content centred, needs of students who have not been considered and several didactic practices which are merely intuitive in nature. One of the greatest problems which may be created by haphazard and incoherent curriculum development is the fact that it eventually may lead to the demoralisation of lecturers and their effective functioning. There are two broad approaches as far as the involvement of lecturers in decision making and curriculum development is concerned, namely , the "top-down" and the "bottom-up" approach. Despite successes, examples of inadequate curriculum development have their roots in one of these two approaches. Therefore it can be deducted that several models for curriculum development had their origin in either or both these approaches. Several curriculum researchers like Van Staden (1991), McAleese (1982) and Pratt (1994), warn however, that curriculum development which works well in one institution might not necessarily influence success in another. Variables such as context and student characteristics can differ from one instance to the next. For this very reason the researchers interest concentrated on the involvement of lecturers in curriculum development in a particular decentralised multi-campus university. THE AIM OF THE STUDY: The aim of this research was to explore the extent of the involvement of students and lecturers in curriculum development, as well as perceptions, feelings and opinions of lecturers with respect to their involvement. Two different ways of data-collection were used: Focus group interviews were conducted with the co-ordinators and individual semi-structured interviews with lecturers. To ensure reliability of the results certain rules were adhered to.
- Full Text:
- Authors: Lotter, Annette
- Date: 2012-09-04
- Subjects: Universities and colleges - Curricula , Curriculum planning - South Africa , Rating of college teachers - South Africa , Decentralization of universities and colleges - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/371652 , uj:3448 , http://hdl.handle.net/10210/6842
- Description: D.Ed. , This particular research -focus on the involvement of lecturers at a decentralised multi-campus university in curriculum development. The research design which were followed is of an explorative, descriptive and qualitative nature. In this research several examples of curriculum development which have been unsuccessful, were mentioned. These examples explain shortcomings or inadequacies such as curricula which are content centred, needs of students who have not been considered and several didactic practices which are merely intuitive in nature. One of the greatest problems which may be created by haphazard and incoherent curriculum development is the fact that it eventually may lead to the demoralisation of lecturers and their effective functioning. There are two broad approaches as far as the involvement of lecturers in decision making and curriculum development is concerned, namely , the "top-down" and the "bottom-up" approach. Despite successes, examples of inadequate curriculum development have their roots in one of these two approaches. Therefore it can be deducted that several models for curriculum development had their origin in either or both these approaches. Several curriculum researchers like Van Staden (1991), McAleese (1982) and Pratt (1994), warn however, that curriculum development which works well in one institution might not necessarily influence success in another. Variables such as context and student characteristics can differ from one instance to the next. For this very reason the researchers interest concentrated on the involvement of lecturers in curriculum development in a particular decentralised multi-campus university. THE AIM OF THE STUDY: The aim of this research was to explore the extent of the involvement of students and lecturers in curriculum development, as well as perceptions, feelings and opinions of lecturers with respect to their involvement. Two different ways of data-collection were used: Focus group interviews were conducted with the co-ordinators and individual semi-structured interviews with lecturers. To ensure reliability of the results certain rules were adhered to.
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The roles and limitations of district learning area specialists during curriculum improvement
- Rikhotso, Lawrence Mahlomule
- Authors: Rikhotso, Lawrence Mahlomule
- Date: 2014-04-15
- Subjects: School management and organization - South Africa , Competency based education - South Africa , Curriculum planning - South Africa , Educational change - South Africa
- Type: Thesis
- Identifier: uj:10672 , http://hdl.handle.net/10210/10189
- Description: M.Ed. (Education Management) , The implementation of Outcomes-Based Education in South Africa is not as it was envisaged. This was attributed to lack of necessary skills and capacity by both office and school- based teachers to comply with policies of the Department of Education (In this concept the educators and teachers are used interchangeably). Due to the above, both institution and office-based teachers started blaming one another for poor implementation and monitoring as well as supporting the new curriculum reforms. Institution- based teachers blamed the office-based educators for the lack of capacity, monitoring and support as well as feedback. On the other hand the office- based educators blamed the institution based teachers for the lack of internal support within schools. The purpose of this study was to investigate the level of capacity by District Learning Area Specialists in supporting and monitoring the implementation of Revised National Curriculum Statements (currently called National Curriculum Statements). To accomplish this aim, Heads of Departments, District Learning Area Specialists, and teachers were sampled randomly from Ekurhuleni West school district. The Heads of Departments and educators were selected from Thokoza, Vosloorus and Katlehong schools, while the District Learning Area Specialists were from Ekurhuleni West district office. The research was conducted in a form of case study. It focused on qualitative and descriptive research style. Various methods of collecting data such as interviews, observation, questionnaires and document analysis were used in order to ensure reliability and validity. Based on the literature reviewed and responses from the empirical research the study revealed that the type of support offered by the District learning Area Specialists is not enough for the teachers to implement and comply with all the policies of the Department of Education. It also revealed that excessive demands and pressure from the Department of Education left schools and districts with no choice but to rush to the implementation phase without capacity building. In order for both district and institution- based teachers to implement and comply with the policy, the study recommended that: conducive organizational structure; combination of support and external pressure; issuing of incentives; reward and sanctions; strategies and prioritizing of work; high level of professional leadership and capacity; district working towards developing partnership with schools; monitoring and support and that institution based teachers should become organized and effective. Finally, the researcher recommended for a further research on the IDSO (Institutional Development and Support Officer). The reason is that these district officials are the ones who develop the management and governance of schools. They ensure that all the school systems are put in place. It is believed that if the governance and management of schools are in order, it is likely that the curriculum implementation might improve.
- Full Text:
- Authors: Rikhotso, Lawrence Mahlomule
- Date: 2014-04-15
- Subjects: School management and organization - South Africa , Competency based education - South Africa , Curriculum planning - South Africa , Educational change - South Africa
- Type: Thesis
- Identifier: uj:10672 , http://hdl.handle.net/10210/10189
- Description: M.Ed. (Education Management) , The implementation of Outcomes-Based Education in South Africa is not as it was envisaged. This was attributed to lack of necessary skills and capacity by both office and school- based teachers to comply with policies of the Department of Education (In this concept the educators and teachers are used interchangeably). Due to the above, both institution and office-based teachers started blaming one another for poor implementation and monitoring as well as supporting the new curriculum reforms. Institution- based teachers blamed the office-based educators for the lack of capacity, monitoring and support as well as feedback. On the other hand the office- based educators blamed the institution based teachers for the lack of internal support within schools. The purpose of this study was to investigate the level of capacity by District Learning Area Specialists in supporting and monitoring the implementation of Revised National Curriculum Statements (currently called National Curriculum Statements). To accomplish this aim, Heads of Departments, District Learning Area Specialists, and teachers were sampled randomly from Ekurhuleni West school district. The Heads of Departments and educators were selected from Thokoza, Vosloorus and Katlehong schools, while the District Learning Area Specialists were from Ekurhuleni West district office. The research was conducted in a form of case study. It focused on qualitative and descriptive research style. Various methods of collecting data such as interviews, observation, questionnaires and document analysis were used in order to ensure reliability and validity. Based on the literature reviewed and responses from the empirical research the study revealed that the type of support offered by the District learning Area Specialists is not enough for the teachers to implement and comply with all the policies of the Department of Education. It also revealed that excessive demands and pressure from the Department of Education left schools and districts with no choice but to rush to the implementation phase without capacity building. In order for both district and institution- based teachers to implement and comply with the policy, the study recommended that: conducive organizational structure; combination of support and external pressure; issuing of incentives; reward and sanctions; strategies and prioritizing of work; high level of professional leadership and capacity; district working towards developing partnership with schools; monitoring and support and that institution based teachers should become organized and effective. Finally, the researcher recommended for a further research on the IDSO (Institutional Development and Support Officer). The reason is that these district officials are the ones who develop the management and governance of schools. They ensure that all the school systems are put in place. It is believed that if the governance and management of schools are in order, it is likely that the curriculum implementation might improve.
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Curriculation as a component of a teacher training programme
- Authors: Fern, Leslie
- Date: 2014-07-21
- Subjects: Teachers Training of - South Africa , Curriculum planning - South Africa
- Type: Thesis
- Identifier: uj:11723 , http://hdl.handle.net/10210/11448
- Description: M.Ed. (Curriculum Studies) , Please refer to full text to view abstract
- Full Text:
- Authors: Fern, Leslie
- Date: 2014-07-21
- Subjects: Teachers Training of - South Africa , Curriculum planning - South Africa
- Type: Thesis
- Identifier: uj:11723 , http://hdl.handle.net/10210/11448
- Description: M.Ed. (Curriculum Studies) , Please refer to full text to view abstract
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Environmental education in curriculum 2005 : a case study in the Northern Cape
- Authors: Mosidi, Solomon Makobe
- Date: 2012-08-20
- Subjects: Environmental sciences - Study and teaching - South Africa - Northern Cape , Educational change - South Africa , Curriculum planning - South Africa , Competency based education - South Africa - Northern Cape
- Type: Thesis
- Identifier: uj:2797 , http://hdl.handle.net/10210/6235
- Description: M.Ed. , For many years, Environmental Education was marginalised in the school curriculum, as it was seen to belong with subjects like geography and biology. This alienated it from the majority of teachers who are not trained in science related subjects. Thus only few pupils, who happened to have studied under science oriented institutions or teachers, were exposed to this field of knowledge. On 24 March 1997, the national Ministry of Education launched a new Outcomes Based Education (OBE) system for South Africa, called Curriculum 2005. This marked the end of different education systems that had existed in South Africa, and also opened new avenues for cross curricular issues such as Environmental Education, which did not form part of the school curriculum in the past. The primary aims of the study are: to investigate ways in which Environmental Education could benefit and support Curriculum 2005; to document the process that led to the infusion of Environmental Education into the school curriculum; and to determine needs and problems of teachers implementing Curriculum 2005 and suggest possible solutions for their problems. The data for this study was collected by using qualitative techniques of consultative synthesis; group open-ended interviews; public forums; field studies; observations and literature research related to different aspects of Environmental Education activities. In addition, a questionnaire was used in four regions that constitute the Northern Cape Provincial Education Department. The realities are that teacher education programmes in many institutions do not include courses in Environmental Education. Education about the environment has not been a visible priority in many countries, including South Africa. As indicated in this study, the situation in the Northern Cape clearly gives evidence of this. On the other hand, teachers had serious misgivings about their competence to teach Environmental Education. The enthusiasm reflected by teachers in the province, their potential and willingness to learn, are but a few indications of the possible success of Environmental Education in the province. The major/main problem identified is the OBE terminology which seems to hamper the implementation of Curriculum 2005. Thus, the success of Environmental Education in South African formal education depends on how well teachers adapt to, understand, are prepared for and committed to Curriculum 2005. I believe that if Curriculum 2005 succeeds, Environmental Education will also succeed. If it fails, Environmental Education will probably fail too, since is regarded as an integral part of the curriculum.
- Full Text:
- Authors: Mosidi, Solomon Makobe
- Date: 2012-08-20
- Subjects: Environmental sciences - Study and teaching - South Africa - Northern Cape , Educational change - South Africa , Curriculum planning - South Africa , Competency based education - South Africa - Northern Cape
- Type: Thesis
- Identifier: uj:2797 , http://hdl.handle.net/10210/6235
- Description: M.Ed. , For many years, Environmental Education was marginalised in the school curriculum, as it was seen to belong with subjects like geography and biology. This alienated it from the majority of teachers who are not trained in science related subjects. Thus only few pupils, who happened to have studied under science oriented institutions or teachers, were exposed to this field of knowledge. On 24 March 1997, the national Ministry of Education launched a new Outcomes Based Education (OBE) system for South Africa, called Curriculum 2005. This marked the end of different education systems that had existed in South Africa, and also opened new avenues for cross curricular issues such as Environmental Education, which did not form part of the school curriculum in the past. The primary aims of the study are: to investigate ways in which Environmental Education could benefit and support Curriculum 2005; to document the process that led to the infusion of Environmental Education into the school curriculum; and to determine needs and problems of teachers implementing Curriculum 2005 and suggest possible solutions for their problems. The data for this study was collected by using qualitative techniques of consultative synthesis; group open-ended interviews; public forums; field studies; observations and literature research related to different aspects of Environmental Education activities. In addition, a questionnaire was used in four regions that constitute the Northern Cape Provincial Education Department. The realities are that teacher education programmes in many institutions do not include courses in Environmental Education. Education about the environment has not been a visible priority in many countries, including South Africa. As indicated in this study, the situation in the Northern Cape clearly gives evidence of this. On the other hand, teachers had serious misgivings about their competence to teach Environmental Education. The enthusiasm reflected by teachers in the province, their potential and willingness to learn, are but a few indications of the possible success of Environmental Education in the province. The major/main problem identified is the OBE terminology which seems to hamper the implementation of Curriculum 2005. Thus, the success of Environmental Education in South African formal education depends on how well teachers adapt to, understand, are prepared for and committed to Curriculum 2005. I believe that if Curriculum 2005 succeeds, Environmental Education will also succeed. If it fails, Environmental Education will probably fail too, since is regarded as an integral part of the curriculum.
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Die behoefte aan burgerlike opvoeding in Suid-Afrika : 'n politiek-wetenskaplike ontleding van kurrikulum 2005
- Authors: Van der Westhuizen, Zulandi
- Date: 2012-09-11
- Subjects: Civics - Study and teaching - South Africa , Education and state , Curriculum planning - South Africa , Public schools - South Africa
- Type: Thesis
- Identifier: uj:9928 , http://hdl.handle.net/10210/7327
- Description: M.Litt. et Phil. , The purpose of this study is to determine the need for civic education and the degree to which this need is addressed in Curriculum 2005. (Curriculum 2005 is the new education curriculum, implemented in state schools since 1998.) As a young democracy, one of the challenges South Africa faces is to consolidate democracy. Part of this challenge is to establish a culture of political tolerance. Civic education, implemented in schools, is a method to achieve these goals. In the rationale of Curriculum 2005, it is stated that ". . . the child is given opportunities to grow and develop as an active citizen, contributing constructively to the building of a democratic, non-racist, non-sexist and equitable society." (Foundation Phase: Draft Policy/Phase Document, 1997) Intentionally or unintentionally, Curriculum 2005 appears to be the Department of Education's answer to the need for civic education in South Africa at this stage. The degree to which this need is fulfilled needs to be determined, as well as the shortcomings and where and how it can be improved. For civic education to be successful and effective, broad criteria were identified for the content; the method; the approach; resource materials and teacher education. This study found that there is a fair degree of elements of civic education in Curriculum 2005. There are, however, five main problems that may hinder the effectiveness of civic education. The first is the method. Civic education is not taught as a separate subject, but interwoven in mainly the social learning area. The second obstacle is the content. Thirdly, the majority of teachers who have to teach civic education lack sufficient ability and knowledge, as they did not receive training in this field. A fourth point is the budget constraints. On the one hand time and money is needed to develop a civic education programme, while on the other hand, there are some urgent needs to upgrade and expand physical infrastructure in schools. Lastly, the lack of sufficient and appropriate resource material for teachers, probably poses the single biggest obstacle for the successful implementation of civic education. The Department of Educuation did not provide official textbooks or guidelines, and the sourcing of material for discussion and examples is left to the teacher's own discression. Although there is a clear need for civic education in South Africa, and the intention to fulfil this need seems to be present in Curriculum 2005, the means to achieve this goal are absent. The combination of these five points leads to the conclusion that if the results of civic education could be measured, any form of success and effectiveness in Curriculum 2005, would be nothing more than pure coincidence.
- Full Text:
- Authors: Van der Westhuizen, Zulandi
- Date: 2012-09-11
- Subjects: Civics - Study and teaching - South Africa , Education and state , Curriculum planning - South Africa , Public schools - South Africa
- Type: Thesis
- Identifier: uj:9928 , http://hdl.handle.net/10210/7327
- Description: M.Litt. et Phil. , The purpose of this study is to determine the need for civic education and the degree to which this need is addressed in Curriculum 2005. (Curriculum 2005 is the new education curriculum, implemented in state schools since 1998.) As a young democracy, one of the challenges South Africa faces is to consolidate democracy. Part of this challenge is to establish a culture of political tolerance. Civic education, implemented in schools, is a method to achieve these goals. In the rationale of Curriculum 2005, it is stated that ". . . the child is given opportunities to grow and develop as an active citizen, contributing constructively to the building of a democratic, non-racist, non-sexist and equitable society." (Foundation Phase: Draft Policy/Phase Document, 1997) Intentionally or unintentionally, Curriculum 2005 appears to be the Department of Education's answer to the need for civic education in South Africa at this stage. The degree to which this need is fulfilled needs to be determined, as well as the shortcomings and where and how it can be improved. For civic education to be successful and effective, broad criteria were identified for the content; the method; the approach; resource materials and teacher education. This study found that there is a fair degree of elements of civic education in Curriculum 2005. There are, however, five main problems that may hinder the effectiveness of civic education. The first is the method. Civic education is not taught as a separate subject, but interwoven in mainly the social learning area. The second obstacle is the content. Thirdly, the majority of teachers who have to teach civic education lack sufficient ability and knowledge, as they did not receive training in this field. A fourth point is the budget constraints. On the one hand time and money is needed to develop a civic education programme, while on the other hand, there are some urgent needs to upgrade and expand physical infrastructure in schools. Lastly, the lack of sufficient and appropriate resource material for teachers, probably poses the single biggest obstacle for the successful implementation of civic education. The Department of Educuation did not provide official textbooks or guidelines, and the sourcing of material for discussion and examples is left to the teacher's own discression. Although there is a clear need for civic education in South Africa, and the intention to fulfil this need seems to be present in Curriculum 2005, the means to achieve this goal are absent. The combination of these five points leads to the conclusion that if the results of civic education could be measured, any form of success and effectiveness in Curriculum 2005, would be nothing more than pure coincidence.
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The co-construction of a preferred therapist self of the educational psychology student
- Authors: Els, Lishje
- Date: 2014-07-29
- Subjects: Educational psychology - Study and teaching (Higher) , Professional education , Psychologists - Training of , Curriculum planning - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/370839 , uj:11918 , http://hdl.handle.net/10210/11646
- Description: M.Ed. (Psychology of Education) , The training of psychologists in South Africa is currently under scrutiny. A request from the South African Association for Psychology as well as the Professional Board for Psychologists is to broaden the terrain of psychological services. Therefore, new structures regarding registration have been discussed and will be implemented by the year 2004 (Professional Board of Psychology, minutes 15 September 1999). In South Africa the need far outweighs the supply: both in terms of psychologists and services available in the different communities. The cost to see a professional psychologist -is far greater than what the ordinary man in the street can afford (Kriegler, 1993; Richter, Griesel, Durrheim, Wilson, Surendorff and Asafo-Agyei, 1998). The crime rate in South Africa is one of the highest in the world (Grimbeek, 1998; van Niekerk, 1996). Millions of people, of whom a great percentage are children of school going age, have been traumatised by crime, poor housing, poverty and domestic violence. Unemployment plays an integral part in these problems. People are struggling to find work as well as to remain employed. Stress which is affecting all of us is a serious problem, and needs to be addressed by psychologists in all the realms of life. If we look at these problems that are currently part of our lives in South Africa, it becomes clear that more people with trained counselling skills are needed. The training of therapists and counselors is of great importance if we wish to place people in our communities to assist the vast number of those who experience problems in their lives.
- Full Text:
- Authors: Els, Lishje
- Date: 2014-07-29
- Subjects: Educational psychology - Study and teaching (Higher) , Professional education , Psychologists - Training of , Curriculum planning - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/370839 , uj:11918 , http://hdl.handle.net/10210/11646
- Description: M.Ed. (Psychology of Education) , The training of psychologists in South Africa is currently under scrutiny. A request from the South African Association for Psychology as well as the Professional Board for Psychologists is to broaden the terrain of psychological services. Therefore, new structures regarding registration have been discussed and will be implemented by the year 2004 (Professional Board of Psychology, minutes 15 September 1999). In South Africa the need far outweighs the supply: both in terms of psychologists and services available in the different communities. The cost to see a professional psychologist -is far greater than what the ordinary man in the street can afford (Kriegler, 1993; Richter, Griesel, Durrheim, Wilson, Surendorff and Asafo-Agyei, 1998). The crime rate in South Africa is one of the highest in the world (Grimbeek, 1998; van Niekerk, 1996). Millions of people, of whom a great percentage are children of school going age, have been traumatised by crime, poor housing, poverty and domestic violence. Unemployment plays an integral part in these problems. People are struggling to find work as well as to remain employed. Stress which is affecting all of us is a serious problem, and needs to be addressed by psychologists in all the realms of life. If we look at these problems that are currently part of our lives in South Africa, it becomes clear that more people with trained counselling skills are needed. The training of therapists and counselors is of great importance if we wish to place people in our communities to assist the vast number of those who experience problems in their lives.
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'n Fundamenteel-kritiese evaluering van voorstelle vir relevante skoolkurrikula in die R.S.A
- Authors: Geyer, J.M.
- Date: 2014-02-13
- Subjects: Curriculum evaluation , Curriculum planning - South Africa , Curriculum change - South Africa , Education - Curricula - Aims and objectives
- Type: Thesis
- Identifier: uj:3958 , http://hdl.handle.net/10210/9318
- Description: M.Ed. (Education Philosophy) , Please refer to full text to view abstract
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- Authors: Geyer, J.M.
- Date: 2014-02-13
- Subjects: Curriculum evaluation , Curriculum planning - South Africa , Curriculum change - South Africa , Education - Curricula - Aims and objectives
- Type: Thesis
- Identifier: uj:3958 , http://hdl.handle.net/10210/9318
- Description: M.Ed. (Education Philosophy) , Please refer to full text to view abstract
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The curriculum development process of the senior secondary agricultural science curriculum in South Africa
- Authors: Myburgh, Jacobus Abraham
- Date: 2015-09-28
- Subjects: Curriculum planning - South Africa , Agricultural science - Curricula
- Type: Thesis
- Identifier: uj:14191 , http://hdl.handle.net/10210/14634
- Description: Ph.D. , This study investigates the relevancy of the current Agricultural Science curriculum for the Senior Secondary school phase. It also surveys whether the syllabus addresses the needs of the world of work in the agriculture community. The process of curriculum development for compiling the current syllabus within the context of a new South Africa is evaluated and proposals made in order to make it more democratic and to make participation an important principle at all levels of the development process ...
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- Authors: Myburgh, Jacobus Abraham
- Date: 2015-09-28
- Subjects: Curriculum planning - South Africa , Agricultural science - Curricula
- Type: Thesis
- Identifier: uj:14191 , http://hdl.handle.net/10210/14634
- Description: Ph.D. , This study investigates the relevancy of the current Agricultural Science curriculum for the Senior Secondary school phase. It also surveys whether the syllabus addresses the needs of the world of work in the agriculture community. The process of curriculum development for compiling the current syllabus within the context of a new South Africa is evaluated and proposals made in order to make it more democratic and to make participation an important principle at all levels of the development process ...
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Curriculum 2005 : transformation and outcomes-based education
- Authors: Malan, Beverley M.
- Date: 2014-06-02
- Subjects: Curriculum planning - South Africa , Education and state - South Africa , Education - South Africa - Curricula , Competency based education - South Africa
- Type: Thesis
- Identifier: uj:11326 , http://hdl.handle.net/10210/10918
- Description: D.Ed. (Curriculum Studies) , School education in South Africa has seen a number of changes, some more far-reaching than others, since the 1994 elections. In the schooling sector these changes included the restructuring of schools along nonracial lines, the redeployment of teachers and the introduction of a new curriculum for general education and training in schools. Changes have also been effected to the education and training system as a whole the most significant systemic change has been the establishment of a national qualifications framework (NQF), in terms of which (a) education and training are integrated and (b) all standards are registered in the form of outcomes that bridge previous divides between education and training...
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- Authors: Malan, Beverley M.
- Date: 2014-06-02
- Subjects: Curriculum planning - South Africa , Education and state - South Africa , Education - South Africa - Curricula , Competency based education - South Africa
- Type: Thesis
- Identifier: uj:11326 , http://hdl.handle.net/10210/10918
- Description: D.Ed. (Curriculum Studies) , School education in South Africa has seen a number of changes, some more far-reaching than others, since the 1994 elections. In the schooling sector these changes included the restructuring of schools along nonracial lines, the redeployment of teachers and the introduction of a new curriculum for general education and training in schools. Changes have also been effected to the education and training system as a whole the most significant systemic change has been the establishment of a national qualifications framework (NQF), in terms of which (a) education and training are integrated and (b) all standards are registered in the form of outcomes that bridge previous divides between education and training...
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Parent involvement in curriculum development
- Molukanele, Motlagomang Allettah
- Authors: Molukanele, Motlagomang Allettah
- Date: 2012-09-12
- Subjects: Curriculum change - South Africa , Secondary education - South Africa - Curricula , Education - Parent participation - South Africa , Curriculum planning - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10206 , http://hdl.handle.net/10210/7580
- Description: M.Ed. , If it is accepted that all who are affected by curriculum change should be involved in that process, then it becomes important for the parents to be involved in the decision-making process in the schools their children are attending. They should know what is happening in their schools and participate in the activities. For them to be knowledgeable in matters pertaining to school matters, especially in curriculum development, a certain level of training or orientation is needed. It may be that the lack of interest is caused by lack of knowledge hence non-involvement. The following questions will be discussed in this study: How do parents of secondary schools perceive their roles in curriculum development? To what extent can parents effectively contribute to curriculum development? The aim of the study is to find out through focus group interviews how parents of secondary schools students view their roles regarding curriculum development, and to develop guidelines on how parents of secondary schools students can be involved in curriculum development.
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- Authors: Molukanele, Motlagomang Allettah
- Date: 2012-09-12
- Subjects: Curriculum change - South Africa , Secondary education - South Africa - Curricula , Education - Parent participation - South Africa , Curriculum planning - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10206 , http://hdl.handle.net/10210/7580
- Description: M.Ed. , If it is accepted that all who are affected by curriculum change should be involved in that process, then it becomes important for the parents to be involved in the decision-making process in the schools their children are attending. They should know what is happening in their schools and participate in the activities. For them to be knowledgeable in matters pertaining to school matters, especially in curriculum development, a certain level of training or orientation is needed. It may be that the lack of interest is caused by lack of knowledge hence non-involvement. The following questions will be discussed in this study: How do parents of secondary schools perceive their roles in curriculum development? To what extent can parents effectively contribute to curriculum development? The aim of the study is to find out through focus group interviews how parents of secondary schools students view their roles regarding curriculum development, and to develop guidelines on how parents of secondary schools students can be involved in curriculum development.
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Die vakvergadering as strategie om bestuursvaardighede te ontwikkel
- Authors: Robinson, Been
- Date: 2014-11-20
- Subjects: Education, Secondary - South Africa - Curricula , Curriculum planning - South Africa , School management and organization - South Africa , Educational leadership - South Africa
- Type: Thesis
- Identifier: uj:12997 , http://hdl.handle.net/10210/12884
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
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- Authors: Robinson, Been
- Date: 2014-11-20
- Subjects: Education, Secondary - South Africa - Curricula , Curriculum planning - South Africa , School management and organization - South Africa , Educational leadership - South Africa
- Type: Thesis
- Identifier: uj:12997 , http://hdl.handle.net/10210/12884
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
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The impact of the learning for sustainablity project on teachers and curriculum 2005, with reference to teachers in the Alrapark cluster
- Authors: Pillay, Ranjini
- Date: 2012-08-27
- Subjects: Environmental education - South Africa , Competency based education , Curriculum planning - South Africa , Teaching - Methodology
- Type: Mini-Dissertation
- Identifier: uj:3190 , http://hdl.handle.net/10210/6604
- Description: M.Ed. , This study focuses on the impact of the pilot project called Learning for Sustainability (LfS) on teacher participation and Curriculum 2005. The aims of the study were firstly, to show that environmental education does not form part of the current interim syllabi at schools. Secondly, to show that if environmental education were introduced in schools, it would create an awareness of local environmental issues. Thirdly, to show that when projects are initiated at schools, both teachers and learners benefit. An extensive literature review was undertaken to examine core areas of environmental education and the current interim syllabus to establish where the emphasis of environmental education lay. The literature study also focused on outcomes based education and the implementation of Curriculum 2005. The theoretical framework constructed from the review concluded with the premise that the issue of environmental education is of major concern, and that the teachers had benefited immensely from the pilot project of Learning for Sustainability. The investigation included data collection from teachers who were participants in a cluster of the pilot project. The data was consolidated, reduced and clustered, culminating in empirical findings, which were confirmed by using different methods and sources. The main emergent patterns indicated that the pilot project had a significant impact on the knowledge acquisition of teachers, who experienced fewer problems as a result of implementing new methods in their classrooms; learners enjoyed being involved in environmental issues; and teachers realized that learners could do their own research. The study recommends changes for teacher education and the curriculum and concludes with recommendations for the implementation of Outcomes-based Education (OBE) and Curriculum 2005.
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- Authors: Pillay, Ranjini
- Date: 2012-08-27
- Subjects: Environmental education - South Africa , Competency based education , Curriculum planning - South Africa , Teaching - Methodology
- Type: Mini-Dissertation
- Identifier: uj:3190 , http://hdl.handle.net/10210/6604
- Description: M.Ed. , This study focuses on the impact of the pilot project called Learning for Sustainability (LfS) on teacher participation and Curriculum 2005. The aims of the study were firstly, to show that environmental education does not form part of the current interim syllabi at schools. Secondly, to show that if environmental education were introduced in schools, it would create an awareness of local environmental issues. Thirdly, to show that when projects are initiated at schools, both teachers and learners benefit. An extensive literature review was undertaken to examine core areas of environmental education and the current interim syllabus to establish where the emphasis of environmental education lay. The literature study also focused on outcomes based education and the implementation of Curriculum 2005. The theoretical framework constructed from the review concluded with the premise that the issue of environmental education is of major concern, and that the teachers had benefited immensely from the pilot project of Learning for Sustainability. The investigation included data collection from teachers who were participants in a cluster of the pilot project. The data was consolidated, reduced and clustered, culminating in empirical findings, which were confirmed by using different methods and sources. The main emergent patterns indicated that the pilot project had a significant impact on the knowledge acquisition of teachers, who experienced fewer problems as a result of implementing new methods in their classrooms; learners enjoyed being involved in environmental issues; and teachers realized that learners could do their own research. The study recommends changes for teacher education and the curriculum and concludes with recommendations for the implementation of Outcomes-based Education (OBE) and Curriculum 2005.
- Full Text:
A critical investigation of curriculum delivery practices in schools : a case of girls’ performance in physical sciences in South African schools
- Chakawodza, Josphine Munyaradzi
- Authors: Chakawodza, Josphine Munyaradzi
- Date: 2019
- Subjects: Curriculum planning - South Africa , Communication in education - South Africa , Sex differences in education - South Africa , Science - Study and teaching - South Africa
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402015 , uj:33624
- Description: Abstract : South Africa has made significant strides in addressing issues of historical imbalances by ensuring an increased representation of girls in high school science education. However, this study has noted that several challenges resulting in disparity in performance of different groups of learners still exist. Such learners are girls whose performance appears to be relatively poorer than that of their male counterparts as shown by the analysis of physical sciences National Senior Certificate (NSC) examination results for the past six consecutive years from 2012 to 2017. This study focuses on curriculum delivery practices as a possible cause of the observed disparity in performance. The aim is to illuminate areas of practice that may still be disadvantaging girls. This study will hopefully assist in mapping out a more effective solution to the comparably poorer performance of girls by highlighting aspects of curriculum delivery practices that are potentially in need of some adjustments. The term ‘curriculum delivery practices’ in this study, refers to everything that takes place during the interaction of learners with either the planned or official curriculum, especially at school levels. A critical investigation into classroom practices such as classroom interactions, teacher’s feedback to learners, monitoring of work by the teacher, participation of girls in practical activities, learners asking for assistance during times of struggle and learner engagement which focused on learners showing signs of withdrawal from the lesson was conducted. Lesson observations and semi-structured interviews of selected girls studying physical sciences and their teachers were used to collect data. An analysis of the data collected points towards the existence of less visible forms of discrimination against girls studying physical sciences at school levels. The less visible forms of discrimination embedded in curriculum delivery practices mentioned above were found to be preventing girls from actively and meaningfully participating in subjects such as physical sciences. In addition to highlighting the aspects curriculum delivery practices in place in some South African schools, it also became apparent through this study, that there were other factors that were not related to curriculum delivery practices that could have contributed to the observed disparity in performance. However, most of these nonacademic factors such as cultural gender stereotypes for example, were either directly or indirectly linked to curriculum delivery practices. , M.Ed. (Education)
- Full Text:
- Authors: Chakawodza, Josphine Munyaradzi
- Date: 2019
- Subjects: Curriculum planning - South Africa , Communication in education - South Africa , Sex differences in education - South Africa , Science - Study and teaching - South Africa
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402015 , uj:33624
- Description: Abstract : South Africa has made significant strides in addressing issues of historical imbalances by ensuring an increased representation of girls in high school science education. However, this study has noted that several challenges resulting in disparity in performance of different groups of learners still exist. Such learners are girls whose performance appears to be relatively poorer than that of their male counterparts as shown by the analysis of physical sciences National Senior Certificate (NSC) examination results for the past six consecutive years from 2012 to 2017. This study focuses on curriculum delivery practices as a possible cause of the observed disparity in performance. The aim is to illuminate areas of practice that may still be disadvantaging girls. This study will hopefully assist in mapping out a more effective solution to the comparably poorer performance of girls by highlighting aspects of curriculum delivery practices that are potentially in need of some adjustments. The term ‘curriculum delivery practices’ in this study, refers to everything that takes place during the interaction of learners with either the planned or official curriculum, especially at school levels. A critical investigation into classroom practices such as classroom interactions, teacher’s feedback to learners, monitoring of work by the teacher, participation of girls in practical activities, learners asking for assistance during times of struggle and learner engagement which focused on learners showing signs of withdrawal from the lesson was conducted. Lesson observations and semi-structured interviews of selected girls studying physical sciences and their teachers were used to collect data. An analysis of the data collected points towards the existence of less visible forms of discrimination against girls studying physical sciences at school levels. The less visible forms of discrimination embedded in curriculum delivery practices mentioned above were found to be preventing girls from actively and meaningfully participating in subjects such as physical sciences. In addition to highlighting the aspects curriculum delivery practices in place in some South African schools, it also became apparent through this study, that there were other factors that were not related to curriculum delivery practices that could have contributed to the observed disparity in performance. However, most of these nonacademic factors such as cultural gender stereotypes for example, were either directly or indirectly linked to curriculum delivery practices. , M.Ed. (Education)
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