The management of curriculum delivery as an aspect of learner performance in grade 12.
- Authors: Baloyi, Mbhazima Samuel
- Date: 2008-06-23T10:55:08Z
- Subjects: school management and organization , academic achievement , high school curricula , training of teachers , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:3349 , http://hdl.handle.net/10210/674
- Description: The subject of the investigation is the impact of management of curriculum delivery as an aspect of learner performance in Grade 12. The investigation is limited to public secondary and combined schools in District Six (D-6) of the Gauteng province. Over the years, and even now, the Department of Education in D-6 is busy trying to find better methods of managing and empowering educators with the sole aim of improving the performance of learners in their Senior Certificate (Grade 12) Examinations. Some of the attempts by the Gauteng Department of Education in D-6 are indicated by the implementation of various intervention programmes and strategies in the public secondary and combined schools. The developmental workshops are continuously organized in order to improve the performance of learners in public schools. The literature indicated that educators are not yet sufficiently empowered to manage curriculum delivery in the public secondary and combined schools. The research project used a structured questionnaire to collect data on the opinions of the respondents in the 19 sample schools of D-6 in the Gauteng province. The questionnaire contained 60 items. The structured questionnaires were distributed to a convenient stratified sample of educators in all the 19 secondary and combined schools. Based on the information from the questionnaire, each item relevant to this particular research was analysed and discussed. After the factor analysis, the significance of the difference between factors mean scores of various groups, for each of the factors that make up the extent of effective management strategies on the enhancement of curriculum delivery, and the extent of effective assessment strategies on the enhancement of curriculum delivery, were analysed and explained. The data obtained indicates that the manner in which curriculum delivery is managed in schools has an impact on the learners’ performance in their Senior Certificate (Grade 12) Examinations. For that reason, the performance of learners in secondary and combined schools can only be improved by implementing effective management strategies and effective assessment strategies that could enhance curriculum delivery in secondary and combined schools. In order to achieve the desired outcome, all the stakeholders, especially the Department of Education, the parents of learners and educators should be committed in improving the management of curriculum delivery in secondary (iv) schools. Managers in their schools should ensure that the management of curriculum delivery is not overlooked and improperly managed. The Department of Education should at all times empower educators in order to avoid continuous decline in learners` performance, including in the schools where intervention programmes and strategies are being implemented. The intervention programmes and strategies could be a success, provided they are coupled with proper management strategies for effective curriculum delivery. , Prof. B.R. Grobler
- Full Text:
- Authors: Baloyi, Mbhazima Samuel
- Date: 2008-06-23T10:55:08Z
- Subjects: school management and organization , academic achievement , high school curricula , training of teachers , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:3349 , http://hdl.handle.net/10210/674
- Description: The subject of the investigation is the impact of management of curriculum delivery as an aspect of learner performance in Grade 12. The investigation is limited to public secondary and combined schools in District Six (D-6) of the Gauteng province. Over the years, and even now, the Department of Education in D-6 is busy trying to find better methods of managing and empowering educators with the sole aim of improving the performance of learners in their Senior Certificate (Grade 12) Examinations. Some of the attempts by the Gauteng Department of Education in D-6 are indicated by the implementation of various intervention programmes and strategies in the public secondary and combined schools. The developmental workshops are continuously organized in order to improve the performance of learners in public schools. The literature indicated that educators are not yet sufficiently empowered to manage curriculum delivery in the public secondary and combined schools. The research project used a structured questionnaire to collect data on the opinions of the respondents in the 19 sample schools of D-6 in the Gauteng province. The questionnaire contained 60 items. The structured questionnaires were distributed to a convenient stratified sample of educators in all the 19 secondary and combined schools. Based on the information from the questionnaire, each item relevant to this particular research was analysed and discussed. After the factor analysis, the significance of the difference between factors mean scores of various groups, for each of the factors that make up the extent of effective management strategies on the enhancement of curriculum delivery, and the extent of effective assessment strategies on the enhancement of curriculum delivery, were analysed and explained. The data obtained indicates that the manner in which curriculum delivery is managed in schools has an impact on the learners’ performance in their Senior Certificate (Grade 12) Examinations. For that reason, the performance of learners in secondary and combined schools can only be improved by implementing effective management strategies and effective assessment strategies that could enhance curriculum delivery in secondary and combined schools. In order to achieve the desired outcome, all the stakeholders, especially the Department of Education, the parents of learners and educators should be committed in improving the management of curriculum delivery in secondary (iv) schools. Managers in their schools should ensure that the management of curriculum delivery is not overlooked and improperly managed. The Department of Education should at all times empower educators in order to avoid continuous decline in learners` performance, including in the schools where intervention programmes and strategies are being implemented. The intervention programmes and strategies could be a success, provided they are coupled with proper management strategies for effective curriculum delivery. , Prof. B.R. Grobler
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Life stories of academic achievers in informal settlements in Gauteng.
- Authors: Evangelides, Beverly
- Date: 2008-08-15T07:54:28Z
- Subjects: academic achievement , high school students , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7835 , http://hdl.handle.net/10210/872
- Description: Hierdie kwalitatiewe studie beskryf en eksploreer die lewensverhale van die preseteerders wie hulle Finale Matrikulasie Eksamen behaal het, ten spyte van hopelose armoedige toestande in haglike en minder bevoorregde omstandighede in `n informele woonbuurt in Gauteng, Suid Afrika. Motiveeringsfaktore, wat hulle gedetermineerdheid beïnvloed het, om ten alle koste te slaag, en hulle vasberadenheid om hulle natuurlike erfenis te oorskry, is verder ondersoek. Teen hierdie agtergrond, sal die verstandelike gesondheid van toekomstige presteerders aangemoedig word, om sodoende die jeug van vandag aan te spoor om wel sukses te bereik ten spyte van hulle agtergrond. Hierdie studie sal ook in die plaaslike gemeenskap die bewusthied inskerp en ter selfder tyd die wêreld gemeenskap inlig dat daar hoop bestaan om sukses te bereik, ten spyte van die verskeidenheid uitdagings wat voorlê. Mandela onderskraag ook die gedagte dat ons hoop en drome ons werklikheid kan word (dit is die inskrywing op die steen wat onthul is op die Nelson Mandela standbeeld op 31 Maart 2004.) Hierdie navorsingsontwerp het in-diepte fenomonologiese onderhoude met presteerders tussen negentien en drie-en-twintig jaar oud, wat `n sekondêre skool bywoon in `n informele woonbuurt, behels. Beide die eksploratiewe en beskrywende ontwerpe is toegepas om die betekenisse te ontdek en om waarlik al die kompleksiteite omtrent die bly en leef in `n informele woonbuurt te begin verstaan en dat die mense tog `n mate van sukses bereik in hierdie omstandighede. Die tydelike intree in die leefwêrelde van die presteerders was `n leersame ondervinding wat bevestig het dat ten spyte van die daaglikse uitdagings van armoede en die veelvoudige-generasie verhoudinge waarmee hulle te doen het, sal hulle prestasies hulle tog toelaat om hierdie beperkinge to oorkom. Hulle ewige hoop en buigbaarheid sal hulle bystaan om sodanig hulle omgewings invloede te ontduik. Hierdie presteerders sal mik daarna om hulle jonger broers en susters aan te moedig deur positiewe rolmodelle te wees en deur werk te kry. Hulle sal deur hulle prestasies die geld hê om te help met die opvoeding van broers en susters en sodoende die siklus van armoede en sukkel breek. Die bevindinge van die studie wys verder dat die presteerders geestelik gegroei het deur na die Here te draai deur gebed en geloof in hulle vermoë om sukses te bereik in die toekoms. Hulle word ook aangemoedig om vordering te maak en hulle doelwitte is heel realisties. Die onderskraging wat hulle van hulle skool en familie kry beteken vir hulle baie en soos wat hulle besef dat hulle nie alleen is nie en ook daardeur is dit vir hulle bevestig dat daar hoop is om wel ten spyte van die uitdagings, suksesvol te wees. , Prof. C.P.H. Myburgh
- Full Text:
- Authors: Evangelides, Beverly
- Date: 2008-08-15T07:54:28Z
- Subjects: academic achievement , high school students , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7835 , http://hdl.handle.net/10210/872
- Description: Hierdie kwalitatiewe studie beskryf en eksploreer die lewensverhale van die preseteerders wie hulle Finale Matrikulasie Eksamen behaal het, ten spyte van hopelose armoedige toestande in haglike en minder bevoorregde omstandighede in `n informele woonbuurt in Gauteng, Suid Afrika. Motiveeringsfaktore, wat hulle gedetermineerdheid beïnvloed het, om ten alle koste te slaag, en hulle vasberadenheid om hulle natuurlike erfenis te oorskry, is verder ondersoek. Teen hierdie agtergrond, sal die verstandelike gesondheid van toekomstige presteerders aangemoedig word, om sodoende die jeug van vandag aan te spoor om wel sukses te bereik ten spyte van hulle agtergrond. Hierdie studie sal ook in die plaaslike gemeenskap die bewusthied inskerp en ter selfder tyd die wêreld gemeenskap inlig dat daar hoop bestaan om sukses te bereik, ten spyte van die verskeidenheid uitdagings wat voorlê. Mandela onderskraag ook die gedagte dat ons hoop en drome ons werklikheid kan word (dit is die inskrywing op die steen wat onthul is op die Nelson Mandela standbeeld op 31 Maart 2004.) Hierdie navorsingsontwerp het in-diepte fenomonologiese onderhoude met presteerders tussen negentien en drie-en-twintig jaar oud, wat `n sekondêre skool bywoon in `n informele woonbuurt, behels. Beide die eksploratiewe en beskrywende ontwerpe is toegepas om die betekenisse te ontdek en om waarlik al die kompleksiteite omtrent die bly en leef in `n informele woonbuurt te begin verstaan en dat die mense tog `n mate van sukses bereik in hierdie omstandighede. Die tydelike intree in die leefwêrelde van die presteerders was `n leersame ondervinding wat bevestig het dat ten spyte van die daaglikse uitdagings van armoede en die veelvoudige-generasie verhoudinge waarmee hulle te doen het, sal hulle prestasies hulle tog toelaat om hierdie beperkinge to oorkom. Hulle ewige hoop en buigbaarheid sal hulle bystaan om sodanig hulle omgewings invloede te ontduik. Hierdie presteerders sal mik daarna om hulle jonger broers en susters aan te moedig deur positiewe rolmodelle te wees en deur werk te kry. Hulle sal deur hulle prestasies die geld hê om te help met die opvoeding van broers en susters en sodoende die siklus van armoede en sukkel breek. Die bevindinge van die studie wys verder dat die presteerders geestelik gegroei het deur na die Here te draai deur gebed en geloof in hulle vermoë om sukses te bereik in die toekoms. Hulle word ook aangemoedig om vordering te maak en hulle doelwitte is heel realisties. Die onderskraging wat hulle van hulle skool en familie kry beteken vir hulle baie en soos wat hulle besef dat hulle nie alleen is nie en ook daardeur is dit vir hulle bevestig dat daar hoop is om wel ten spyte van die uitdagings, suksesvol te wees. , Prof. C.P.H. Myburgh
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The principal's role in implementing the EAZ as an intervention strategy.
- Authors: Hlatywayo, Mmapula Abea
- Date: 2008-08-21T12:49:25Z
- Subjects: school management and organization , academic achievement , effective teaching , high school administration , high school principals , secondary education , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8069 , http://hdl.handle.net/10210/899
- Description: Principals in schools that are failing to meet the expected standard in terms of Grade 12 performance have a role to play in order to change the situation in their schools around. Although there are various factors contributing to the decline in Grade 12 performance in their schools, principals are still seen to be the key figures in determining quality education in their respective schools. They should, therefore, become active change agents in the transformation process in education. Their cooperation with the EAZ teams introduced by Kader Asmal in 1999 is therefore necessary for their schools to improve. By the way, a leader does not tell subordinates “what to do” but rather shows them “how to do things”. However, a qualitative research design was employed to establish the role of the principals in the Gauteng Province in implementing the EAZ as an intervention strategy. Barriers to the success were identified. Strategies to assist principals in overcoming barriers are also recommended. Ultimately, all schools have an obligation to produce good results. , Prof. K.C. Moloi
- Full Text:
- Authors: Hlatywayo, Mmapula Abea
- Date: 2008-08-21T12:49:25Z
- Subjects: school management and organization , academic achievement , effective teaching , high school administration , high school principals , secondary education , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8069 , http://hdl.handle.net/10210/899
- Description: Principals in schools that are failing to meet the expected standard in terms of Grade 12 performance have a role to play in order to change the situation in their schools around. Although there are various factors contributing to the decline in Grade 12 performance in their schools, principals are still seen to be the key figures in determining quality education in their respective schools. They should, therefore, become active change agents in the transformation process in education. Their cooperation with the EAZ teams introduced by Kader Asmal in 1999 is therefore necessary for their schools to improve. By the way, a leader does not tell subordinates “what to do” but rather shows them “how to do things”. However, a qualitative research design was employed to establish the role of the principals in the Gauteng Province in implementing the EAZ as an intervention strategy. Barriers to the success were identified. Strategies to assist principals in overcoming barriers are also recommended. Ultimately, all schools have an obligation to produce good results. , Prof. K.C. Moloi
- Full Text:
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