The training and development of principals in the management of the curriculum
- Padayachee, Arunachellan Dayanundan
- Authors: Padayachee, Arunachellan Dayanundan
- Date: 2012-08-28
- Subjects: Teachers -- Training of , School principals -- In service training -- South Africa , School management and organization , Curriculum planning
- Type: Thesis
- Identifier: uj:3298 , http://hdl.handle.net/10210/6702
- Description: D.Ed. , The Constitution of the Republic of South Africa, 1996 (RSA, 1996(a): 14) requires that school education be transformed and democratised in accordance with fundamental values and principles. These include human dignity, non-racism, non sexism, the rule of law, accountability and transparency. The democratisation of education includes participation by parents, educators, learners and the community at large. The Governing bodies are also expected to make critical decisions on behalf of the school and to ensure that the school is managed and administered effectively and efficiently. The provisions of the Department of Education's White Paper 1 and 2 (RSA, 1996(b)), the report of the Review Committee on School Organisation, Governance and Funding, new legislation including the South African School Act (SASA) of 1996(RSA, 1996(c)) as well as provincial policy directions point South Africa firmly towards a decentralised school based system of education management and governance with substantial decision making authority at the school level. However, while the policy framework attempts to transform education, the legacy of the past education system characterized by fragmentation and inequity in provisions, a crisis of legitimacy in many schools, the demise of a culture of learning and teaching, the relevancy of the curriculum as well as resistance to change has created substantial managerial problems at schools leading to a deterioration in the standard of education. According to Ramphele (1997:25) attempts by the government to transform the inequitable and inadequate schooling system is characterised by a failure to translate good policies into sound practice. This is further confirmed by the poor matric results of the past two years. Table 1.1 (Perkins, 1998:11) and Table 1.2 (Gauteng Department of Education, 1998:37) reflect the poor state of education in South Africa.
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- Authors: Padayachee, Arunachellan Dayanundan
- Date: 2012-08-28
- Subjects: Teachers -- Training of , School principals -- In service training -- South Africa , School management and organization , Curriculum planning
- Type: Thesis
- Identifier: uj:3298 , http://hdl.handle.net/10210/6702
- Description: D.Ed. , The Constitution of the Republic of South Africa, 1996 (RSA, 1996(a): 14) requires that school education be transformed and democratised in accordance with fundamental values and principles. These include human dignity, non-racism, non sexism, the rule of law, accountability and transparency. The democratisation of education includes participation by parents, educators, learners and the community at large. The Governing bodies are also expected to make critical decisions on behalf of the school and to ensure that the school is managed and administered effectively and efficiently. The provisions of the Department of Education's White Paper 1 and 2 (RSA, 1996(b)), the report of the Review Committee on School Organisation, Governance and Funding, new legislation including the South African School Act (SASA) of 1996(RSA, 1996(c)) as well as provincial policy directions point South Africa firmly towards a decentralised school based system of education management and governance with substantial decision making authority at the school level. However, while the policy framework attempts to transform education, the legacy of the past education system characterized by fragmentation and inequity in provisions, a crisis of legitimacy in many schools, the demise of a culture of learning and teaching, the relevancy of the curriculum as well as resistance to change has created substantial managerial problems at schools leading to a deterioration in the standard of education. According to Ramphele (1997:25) attempts by the government to transform the inequitable and inadequate schooling system is characterised by a failure to translate good policies into sound practice. This is further confirmed by the poor matric results of the past two years. Table 1.1 (Perkins, 1998:11) and Table 1.2 (Gauteng Department of Education, 1998:37) reflect the poor state of education in South Africa.
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A pro-active approach to the training of language teachers in a multicultural society
- Authors: Paola, Riana (H.J.)
- Date: 2012-08-28
- Subjects: Teachers -- Training of , English language -- Study and teaching (Higher) -- South Africa , Sociolinguistics -- South Africa , Language policy , Multicultural education -- South Africa
- Type: Thesis
- Identifier: uj:3348 , http://hdl.handle.net/10210/6749
- Description: D.Litt. et Phil. , This thesis explores some issues relating to the sociolinguistic situation in South Africa, attending especially to language variety and language attitudes. The focus is on the teaching of language, specifically English, and on the relevant education of language teachers in a multicultural country such as South Africa. In school systems such as the South African education system which has for many years provided real access to education and power for a limited group of students only, the demands of modern society for greater language and cultural knowledge imply radical adjustments to literacy teaching and the training of language teachers. In the first chapter of the study, comments relating to conducting and reporting 'scientific research' are made, referring to the ideas of some philosophers of science and to qualitative and quantitative research approaches. Issues relating to language and society, language varieties and attitudes are reviewed in the second chapter. Chapter Three investigates traditional language teaching programmes and language awareness programmes and deliberates whether the latter could possibly influence language attitudes. Chapter Four contains the empirical section of this study. Firstly, the attitudes of several groups of English teacher trainees towards the use of four varieties of South African English in education were assessed. Thereafter, each group of trainees participated in a group discussion and lecture given by myself, the researcher. The lectures and discussions aimed at raising awareness of language varieties, especially as they relate to language learning at school level, and of questions of standard and evaluation and how they influence teachers and students. Then, the same attitude assessment questionnaire was administered to measure the attitudes of the post-test sample towards the use of the same four varieties of South African English. The data collected and impressions gained from observation of the respondents and the researcher's participation in the research situation were analysed and interpreted with the help of statisticians. The results of the pre-test and post-test were compared to determine if the attitudes towards the varieties of English had changed between the two administrations of the questionnaire. Following analysis and interpretation of the research results, Chapter Five explores the field of language teacher education and proposes a framework for a curriculum that would be relevant for the training of language teachers in South Africa. The chapter makes some suggestions as to how language awareness and critical language studies that extend to a critical awareness of genre could contribute to the effective preparation of language teachers.
- Full Text:
- Authors: Paola, Riana (H.J.)
- Date: 2012-08-28
- Subjects: Teachers -- Training of , English language -- Study and teaching (Higher) -- South Africa , Sociolinguistics -- South Africa , Language policy , Multicultural education -- South Africa
- Type: Thesis
- Identifier: uj:3348 , http://hdl.handle.net/10210/6749
- Description: D.Litt. et Phil. , This thesis explores some issues relating to the sociolinguistic situation in South Africa, attending especially to language variety and language attitudes. The focus is on the teaching of language, specifically English, and on the relevant education of language teachers in a multicultural country such as South Africa. In school systems such as the South African education system which has for many years provided real access to education and power for a limited group of students only, the demands of modern society for greater language and cultural knowledge imply radical adjustments to literacy teaching and the training of language teachers. In the first chapter of the study, comments relating to conducting and reporting 'scientific research' are made, referring to the ideas of some philosophers of science and to qualitative and quantitative research approaches. Issues relating to language and society, language varieties and attitudes are reviewed in the second chapter. Chapter Three investigates traditional language teaching programmes and language awareness programmes and deliberates whether the latter could possibly influence language attitudes. Chapter Four contains the empirical section of this study. Firstly, the attitudes of several groups of English teacher trainees towards the use of four varieties of South African English in education were assessed. Thereafter, each group of trainees participated in a group discussion and lecture given by myself, the researcher. The lectures and discussions aimed at raising awareness of language varieties, especially as they relate to language learning at school level, and of questions of standard and evaluation and how they influence teachers and students. Then, the same attitude assessment questionnaire was administered to measure the attitudes of the post-test sample towards the use of the same four varieties of South African English. The data collected and impressions gained from observation of the respondents and the researcher's participation in the research situation were analysed and interpreted with the help of statisticians. The results of the pre-test and post-test were compared to determine if the attitudes towards the varieties of English had changed between the two administrations of the questionnaire. Following analysis and interpretation of the research results, Chapter Five explores the field of language teacher education and proposes a framework for a curriculum that would be relevant for the training of language teachers in South Africa. The chapter makes some suggestions as to how language awareness and critical language studies that extend to a critical awareness of genre could contribute to the effective preparation of language teachers.
- Full Text:
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