Assessing the Relative Participation of Different Stakeholders in Curriculum Development in Secondary Schools of OR Tambo Inland Education District B
- Authors: Machaea, Joseph Modumedi
- Date: 2025
- Subjects: Teacher , Participation , Curriculum development , Curriculum implementation , O.R Tambo
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/11260/13875 , vital:79042
- Description: Democracy in South Africa necessitated transformation of segregated education systems that existed and adopted in schools prior 1994, to have a single curriculum irrespective of colour, race, and religion. Transformation of education in particular was crucial to redress the imbalances of the past. It was believed that consultation was done through Batho Pele principles, though there has been no empirical evidence to prove teacher participation in curriculum development as major implementers. This study, sought to establish the relative contribution of stakeholders like teachers, communities, teacher unions in curriculum development in schools of OR Tambo inland education district. Resistance shown by teachers regarding curriculum implementation triggered the researcher. A case study research design was adopted hence, it is the analyses of OR Tambo teachers and principals’ responses. In collecting and analysing the collected data, a qualitative method approach was used. A sample of 10 purposeful selected secondary schools from different circuits was used for data collection and each secondary school was represented by one teacher and one principal as participants for this study. Semi- structured interviews were conducted face-to-face with 10 teachers and 10 principals of the sampled purposefully selected secondary schools. The qualitative data was adopted in this study. A thematic approach was used to analyse the collected data through interviews. It emerged the stakeholders like teachers, principals, teacher unions, communities, were marginalised by Department of Basic Education (DBE) curriculum planners. The study recommended that DBE should have effective programs on teacher training for curriculum implementation, availability of human and material resources, involve stakeholders like teachers, principals, teacher unions, researchers, parents and interested parties in curriculum developments... , Degree: D. Education (Education Management and Development)
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- Date Issued: 2025
- Authors: Machaea, Joseph Modumedi
- Date: 2025
- Subjects: Teacher , Participation , Curriculum development , Curriculum implementation , O.R Tambo
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/11260/13875 , vital:79042
- Description: Democracy in South Africa necessitated transformation of segregated education systems that existed and adopted in schools prior 1994, to have a single curriculum irrespective of colour, race, and religion. Transformation of education in particular was crucial to redress the imbalances of the past. It was believed that consultation was done through Batho Pele principles, though there has been no empirical evidence to prove teacher participation in curriculum development as major implementers. This study, sought to establish the relative contribution of stakeholders like teachers, communities, teacher unions in curriculum development in schools of OR Tambo inland education district. Resistance shown by teachers regarding curriculum implementation triggered the researcher. A case study research design was adopted hence, it is the analyses of OR Tambo teachers and principals’ responses. In collecting and analysing the collected data, a qualitative method approach was used. A sample of 10 purposeful selected secondary schools from different circuits was used for data collection and each secondary school was represented by one teacher and one principal as participants for this study. Semi- structured interviews were conducted face-to-face with 10 teachers and 10 principals of the sampled purposefully selected secondary schools. The qualitative data was adopted in this study. A thematic approach was used to analyse the collected data through interviews. It emerged the stakeholders like teachers, principals, teacher unions, communities, were marginalised by Department of Basic Education (DBE) curriculum planners. The study recommended that DBE should have effective programs on teacher training for curriculum implementation, availability of human and material resources, involve stakeholders like teachers, principals, teacher unions, researchers, parents and interested parties in curriculum developments... , Degree: D. Education (Education Management and Development)
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- Date Issued: 2025
Prospects of Entrepreneurship Education and Transformational Development Process in the Eastern Cape Universities
- Authors: Nongalo, Nombulelo
- Date: 2024
- Subjects: Entrepreneurship , Entrepreneurship education , Entrepreneurship intention , Entrepreneurship training programme , Post-School training , Competency , Pedagogy
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/11260/13864 , vital:79045
- Description: This study explores the prospects of entrepreneurship education and its role in the transformational development process at universities in the Eastern Cape, South Africa. Amidst significant socio-economic challenges, namely high unemployment and limited access to educational resources, entrepreneurship education has emerged as a critical tool for fostering economic growth and resilience. By employing a qualitative research approach based on an interpretivist paradigm, the study engages a diverse population comprising university top managers, academic lecturers, and students from multiple institutions. Through semi-structured interviews, the research aims to capture the complexities of stakeholders' experiences and perceptions surrounding entrepreneurship education... , Degree: D. Education
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- Date Issued: 2024
- Authors: Nongalo, Nombulelo
- Date: 2024
- Subjects: Entrepreneurship , Entrepreneurship education , Entrepreneurship intention , Entrepreneurship training programme , Post-School training , Competency , Pedagogy
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/11260/13864 , vital:79045
- Description: This study explores the prospects of entrepreneurship education and its role in the transformational development process at universities in the Eastern Cape, South Africa. Amidst significant socio-economic challenges, namely high unemployment and limited access to educational resources, entrepreneurship education has emerged as a critical tool for fostering economic growth and resilience. By employing a qualitative research approach based on an interpretivist paradigm, the study engages a diverse population comprising university top managers, academic lecturers, and students from multiple institutions. Through semi-structured interviews, the research aims to capture the complexities of stakeholders' experiences and perceptions surrounding entrepreneurship education... , Degree: D. Education
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- Date Issued: 2024
The Role of Educator Input Factors on Learner Academic Perfomance in Selected Secondary Schools of the Amathole East District
- Authors: Mpiti, Vuyelwa Sygnoria
- Date: 2024
- Subjects: Learner academic perfomance , Input factors , Demographic characteristic , Educator turnover , Rationalization and Redeployment , Eastern Cape
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/11260/16017 , vital:80695
- Description: The South African education system has changed a lot from the past. However, there is a persistent low academic performance among Grade 12 learners. This study focuses on improving educators' contributions to help learners improve in school. Therefore, the study determined the role of educator input factors on learner academic performance in selected secondary schools of the Amathole East District. This was accomplished in the first objective by connecting educator demographics characteristics (age, gender, qualifications, educator experience) to learner academic performance. The study also investigated how educator rationalisation and redeployment affect learner academic performance in the second objective. Finally, in the third objective, the study examined the prospects of educator turnover on learner academic performance. A case study design was used, the population being educators from Amathole East District's 52 senior secondary schools, from which a sample of five secondary schools was chosen. The focus was on Grade 12 educators from each stream, with one educator selected for each subject. The study employed a mixed-method approach, which provides the researcher with a complete picture as it incorporates the benefits of both quantitative and qualitative methods. Data from the South African School Administration and Management System (SA-SAMS), unstructured interviews, documents from the Department of Education and support from educators at the participating schools were used to collect information. Due to the large number of educators and learners' academic performance for this study, a quantitative research approach was used to identify educator demographic characteristics, which highly formalise and explicitly control the data analysed... , Degree: D. of Education (D.Ed.)
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- Date Issued: 2024
- Authors: Mpiti, Vuyelwa Sygnoria
- Date: 2024
- Subjects: Learner academic perfomance , Input factors , Demographic characteristic , Educator turnover , Rationalization and Redeployment , Eastern Cape
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/11260/16017 , vital:80695
- Description: The South African education system has changed a lot from the past. However, there is a persistent low academic performance among Grade 12 learners. This study focuses on improving educators' contributions to help learners improve in school. Therefore, the study determined the role of educator input factors on learner academic performance in selected secondary schools of the Amathole East District. This was accomplished in the first objective by connecting educator demographics characteristics (age, gender, qualifications, educator experience) to learner academic performance. The study also investigated how educator rationalisation and redeployment affect learner academic performance in the second objective. Finally, in the third objective, the study examined the prospects of educator turnover on learner academic performance. A case study design was used, the population being educators from Amathole East District's 52 senior secondary schools, from which a sample of five secondary schools was chosen. The focus was on Grade 12 educators from each stream, with one educator selected for each subject. The study employed a mixed-method approach, which provides the researcher with a complete picture as it incorporates the benefits of both quantitative and qualitative methods. Data from the South African School Administration and Management System (SA-SAMS), unstructured interviews, documents from the Department of Education and support from educators at the participating schools were used to collect information. Due to the large number of educators and learners' academic performance for this study, a quantitative research approach was used to identify educator demographic characteristics, which highly formalise and explicitly control the data analysed... , Degree: D. of Education (D.Ed.)
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- Date Issued: 2024
Information and Communication Technology in The Delivery of Accounting Lessons in Secondary Schools at OR Tambo District in the Eastern Cape, South Africa
- Authors: Seleke, Zikhona
- Date: 2022
- Subjects: Information and Communication Technology , Accounting , OR Tambo District , South Africa
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/11260/13344 , vital:78627
- Description: This study investigated the influence of Information and Communication Technology (ICT) on the delivery of Accounting lessons in secondary schools in OR Tambo Inland District. The literature contextualises the study by exploring the role of ICT, educator attitudes towards ICT, the effect of lack of ICT provision at schools, the importance of ICT to secondary school Accounting educators, discussion on various approaches to implementing digital education in the teaching and learning of Accounting at selected secondary schools. The study employs a mixed-method approach to define, describe, interpret, and understand the behaviour of the participants using ICT in the teaching and learning of Accounting in selected urban and rural schools in the OR Tambo Inland District…
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- Date Issued: 2022
- Authors: Seleke, Zikhona
- Date: 2022
- Subjects: Information and Communication Technology , Accounting , OR Tambo District , South Africa
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/11260/13344 , vital:78627
- Description: This study investigated the influence of Information and Communication Technology (ICT) on the delivery of Accounting lessons in secondary schools in OR Tambo Inland District. The literature contextualises the study by exploring the role of ICT, educator attitudes towards ICT, the effect of lack of ICT provision at schools, the importance of ICT to secondary school Accounting educators, discussion on various approaches to implementing digital education in the teaching and learning of Accounting at selected secondary schools. The study employs a mixed-method approach to define, describe, interpret, and understand the behaviour of the participants using ICT in the teaching and learning of Accounting in selected urban and rural schools in the OR Tambo Inland District…
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- Date Issued: 2022
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