The effectiveness of the implementation of the Revised National Curriculum Statement ( RNCS) in public primary schools in the Ekurhuleni-west district.
- Authors: De Oliveira, Dolores Kendel
- Date: 2008-08-15T07:44:47Z
- Subjects: curriculum planning , education , education and state , competency based education , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7805 , http://hdl.handle.net/10210/869
- Description: Educators are experiencing problems in effectively implementing RNCS in the public primary schools in the Ekurhuleni-West district. These problems, in both the Foundation and Intermediate Phases, include poor educator training and development, the scarcity of resources, the added educator workload in implementing the new curriculum and the poor leadership styles of the SMTs. The inability to effectively implement RNCS in the classroom is further exacerbated by minimal educator participation and consultation when the new curriculum was being drafted. Such problems could lead to educator frustration, low morale and demotivation that would negatively affect the quality of teaching and learning in the classroom. It is on this basis that a research study is justified. The research question is “How effective is the implementation of RNCS in the public primary schools in the Ekurhuleni-West district?” , Mr. T.S Hlongwane
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- Authors: De Oliveira, Dolores Kendel
- Date: 2008-08-15T07:44:47Z
- Subjects: curriculum planning , education , education and state , competency based education , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7805 , http://hdl.handle.net/10210/869
- Description: Educators are experiencing problems in effectively implementing RNCS in the public primary schools in the Ekurhuleni-West district. These problems, in both the Foundation and Intermediate Phases, include poor educator training and development, the scarcity of resources, the added educator workload in implementing the new curriculum and the poor leadership styles of the SMTs. The inability to effectively implement RNCS in the classroom is further exacerbated by minimal educator participation and consultation when the new curriculum was being drafted. Such problems could lead to educator frustration, low morale and demotivation that would negatively affect the quality of teaching and learning in the classroom. It is on this basis that a research study is justified. The research question is “How effective is the implementation of RNCS in the public primary schools in the Ekurhuleni-West district?” , Mr. T.S Hlongwane
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Curriculum adaptation for learners with Down syndrome in the foundation phase.
- Authors: Naude, Tracy Elaine
- Date: 2008-10-21T12:34:57Z
- Subjects: Gauteng (South Africa) , curriculum planning , children with mental disabilities , inclusive education , Down syndrome
- Type: Thesis
- Identifier: uj:13059 , http://hdl.handle.net/10210/1293
- Description: M.Ed. , South Africa has undergone a transformation in the past decade. The year 2004 brings not only ten years of democratic governance, but also an inclusive philosophy of education. It is hoped that difference in whatever form in the ‘new’ South Africa is now acknowledged and celebrated. For many years, learners with Down syndrome were seen as ‘different’, which was synonymous with ‘subnormal’. These learners were initially institutionalized and later placed in special schools to ‘care’ for them. However, following global trends of building inclusive societies, South Africa has had to re-evaluate its education system, resulting in a shift towards an inclusive education system that accepts and supports learners with barriers to learning (including Down syndrome). The aim of this research was to explore curriculum adaptation for learners with Down syndrome in schools, which adhere to inclusive education principles. A case study design was selected since this would allow for an in-depth exploration of how the curriculum is being adapted for learners with Down syndrome. Two cases were used, comprising two primary schools in Gauteng. Parents, principals and educators in the foundation phase were included as participants. Interviews were conducted with the participants and direct observation was conducted in two of the foundation phase classes at the respective schools. This data was complemented by document analysis and data collected during a two-day workshop I attended on inclusive education, focusing on Down syndrome specifically. Within-case analysis and later cross-case analysis were carried out using the constant comparative method of data analysis. Through cross-case analysis a number of themes emerged that are indicative of the course of curriculum adaptation for learners with Down syndrome in the foundation phase. Firstly, there are multifaceted and multidimensional individual considerations pertaining to the learners with Down syndrome, the parents, the educators, the principal and the school that influence curriculum adaptation. Secondly, the process of curriculum adaptation progresses through identifiable chronological steps through lesson planning and lesson implementation. The initial grade planning phase can precede the utilization of the six steps of adaptation activities for learners with Down syndrome. Lastly, classroom management strategies and the deployment of learning assistants are incorporated when adapting the curriculum for learners with Down syndrome, in order to optimise the learning experience for these learners. , Prof. R.E. Swart
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- Authors: Naude, Tracy Elaine
- Date: 2008-10-21T12:34:57Z
- Subjects: Gauteng (South Africa) , curriculum planning , children with mental disabilities , inclusive education , Down syndrome
- Type: Thesis
- Identifier: uj:13059 , http://hdl.handle.net/10210/1293
- Description: M.Ed. , South Africa has undergone a transformation in the past decade. The year 2004 brings not only ten years of democratic governance, but also an inclusive philosophy of education. It is hoped that difference in whatever form in the ‘new’ South Africa is now acknowledged and celebrated. For many years, learners with Down syndrome were seen as ‘different’, which was synonymous with ‘subnormal’. These learners were initially institutionalized and later placed in special schools to ‘care’ for them. However, following global trends of building inclusive societies, South Africa has had to re-evaluate its education system, resulting in a shift towards an inclusive education system that accepts and supports learners with barriers to learning (including Down syndrome). The aim of this research was to explore curriculum adaptation for learners with Down syndrome in schools, which adhere to inclusive education principles. A case study design was selected since this would allow for an in-depth exploration of how the curriculum is being adapted for learners with Down syndrome. Two cases were used, comprising two primary schools in Gauteng. Parents, principals and educators in the foundation phase were included as participants. Interviews were conducted with the participants and direct observation was conducted in two of the foundation phase classes at the respective schools. This data was complemented by document analysis and data collected during a two-day workshop I attended on inclusive education, focusing on Down syndrome specifically. Within-case analysis and later cross-case analysis were carried out using the constant comparative method of data analysis. Through cross-case analysis a number of themes emerged that are indicative of the course of curriculum adaptation for learners with Down syndrome in the foundation phase. Firstly, there are multifaceted and multidimensional individual considerations pertaining to the learners with Down syndrome, the parents, the educators, the principal and the school that influence curriculum adaptation. Secondly, the process of curriculum adaptation progresses through identifiable chronological steps through lesson planning and lesson implementation. The initial grade planning phase can precede the utilization of the six steps of adaptation activities for learners with Down syndrome. Lastly, classroom management strategies and the deployment of learning assistants are incorporated when adapting the curriculum for learners with Down syndrome, in order to optimise the learning experience for these learners. , Prof. R.E. Swart
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