A qualitative exploration of the role of LO teachers and LO subject advisors in the design and formulation of sexuality and HIV curriculum
- Authors: Jacobs, Elfean Randall
- Date: 2024-04
- Subjects: HIV (Viruses) -- Study and teaching -- South Africa -- Port Elizabeth , Life skills -- Study and teaching (Secondary) -- South Africa , Curriculum planning -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/63956 , vital:73632
- Description: This research study investigated the role of LO teachers and LO subject advisors in designing and formulating a sexuality and HIV curriculum. The Life Orientation subject aims to equip learners with the necessary skills, knowledge, values, and attitudes to live a successful and healthy life in society. Some of LO's prescribed programmes, such as the sexuality and HIV curriculum, have operated for many years in the South African school curriculum. These programmes still do not address the social illnesses that destroy the lives of young people in our communities. There is a need for the transformation of these programmes. The research was conducted in the Blue Crane region in Somerset East and the Dr Beyers Naude region in Graaff-Reinet in the Eastern Cape Province of South Africa. Qualitative data generation methods were employed, which consisted of field notes and individual interviews with six (6) LO teachers at three (3) of the identified secondary schools and two (2) LO subject advisors from the district office. The main research question for this study was: What is the role of LO teachers and LO subject advisors in the design and formulation of sexuality and HIV curriculum in the life orientation subject? What are the pedagogical contributions of LO teachers and LO subject advisors on the content of the sexuality and HIV curriculum in their schools? What do LO teachers and LO subject advisors perceive as relevant in the teaching methodology of the sexuality and HIV curriculum in the schools? What do LO teachers and LO subject advisors perceive as the relevant content for a sexuality and HIV curriculum? The data generated from the individual interviews was analysed using thematic analysis. The analysed data was further broken down into seven (7) themes and subthemes. The interpretation of the themes and subthemes are discussed in detail. To ensure whether the analysed data was accurate and correct, the researcher utilised quality criteria to measure the trustworthiness of the study as well as the credibility, dependability, transferability, and confirmability. , Thesis (D.Phil) -- Faculty of Education, School of Postgraduate education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Jacobs, Elfean Randall
- Date: 2024-04
- Subjects: HIV (Viruses) -- Study and teaching -- South Africa -- Port Elizabeth , Life skills -- Study and teaching (Secondary) -- South Africa , Curriculum planning -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/63956 , vital:73632
- Description: This research study investigated the role of LO teachers and LO subject advisors in designing and formulating a sexuality and HIV curriculum. The Life Orientation subject aims to equip learners with the necessary skills, knowledge, values, and attitudes to live a successful and healthy life in society. Some of LO's prescribed programmes, such as the sexuality and HIV curriculum, have operated for many years in the South African school curriculum. These programmes still do not address the social illnesses that destroy the lives of young people in our communities. There is a need for the transformation of these programmes. The research was conducted in the Blue Crane region in Somerset East and the Dr Beyers Naude region in Graaff-Reinet in the Eastern Cape Province of South Africa. Qualitative data generation methods were employed, which consisted of field notes and individual interviews with six (6) LO teachers at three (3) of the identified secondary schools and two (2) LO subject advisors from the district office. The main research question for this study was: What is the role of LO teachers and LO subject advisors in the design and formulation of sexuality and HIV curriculum in the life orientation subject? What are the pedagogical contributions of LO teachers and LO subject advisors on the content of the sexuality and HIV curriculum in their schools? What do LO teachers and LO subject advisors perceive as relevant in the teaching methodology of the sexuality and HIV curriculum in the schools? What do LO teachers and LO subject advisors perceive as the relevant content for a sexuality and HIV curriculum? The data generated from the individual interviews was analysed using thematic analysis. The analysed data was further broken down into seven (7) themes and subthemes. The interpretation of the themes and subthemes are discussed in detail. To ensure whether the analysed data was accurate and correct, the researcher utilised quality criteria to measure the trustworthiness of the study as well as the credibility, dependability, transferability, and confirmability. , Thesis (D.Phil) -- Faculty of Education, School of Postgraduate education, 2024
- Full Text:
- Date Issued: 2024-04
A changed curriculum approach for learners at Enkuselweni child and youth care center
- Authors: Xhanti, Cynthia
- Date: 2019
- Subjects: Curriculum planning -- South Africa , Education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/44312 , vital:37152
- Description: Enkuselweni Child and Youth Care Centre is a public institution that accommodates male youths between the ages of 10-17 years who broke the law and are awaiting court trials. While awaiting trial, the youths are compelled to attend school from grade one to grade seven. Learners are faced by academic development problems such as lack of interest in attending school resulting in high dropout rates. Other problems include unruly behaviour, bullying, prevalence of theft, fights and conflict between learners, lack of cooperation on academic subjects, low concentration span and focus, and non-attendance of classes. This leads to very low pass rates and little impact on the money spent by the institution to promote the academic development of learners. The current school curriculum, Curriculum Assessment Policy Statement (CAPS), provides for nine subjects in a full academic year starting from January to December. Learners at the Centre are therefore limited as they arrive at any time during the year. The learners spend an average of 3 – 6 months at the Centre, and are therefore unable to complete and cope with the prescribed CAPS curriculum. The main aim of this research study is to investigate an alternative curriculum that will be suitable for learners who are in conflict with the law and who spend less than one year at the Centre and arrive at any time of the year. The research question is “What alternative curriculum approach other than the current nine (9) subjects approach would better enhance the academic development of learners with behavioural problems while at Enkuselweni Child and Youth Care Centre?” The curriculum approach should take into consideration that the learners should be active citizens that can count, read and write (Asmal, 1997). The learners at Enkuselweni are unable to complete a “grade” which leads to despondency and drop out. According to the South African Schools Act (SASA) a grade is an educational programme which a learner may complete in one school year (South African Schools Act, 2011). This research indicates that the social and cultural influences as well as learner aptitude are the major barriers in the development of the Enkuselweni Centre learner’s education. Indeed, the research further showed that alignment of a suitable curriculum will bring a positive influence to learners’ academic interests. Parental involvement is an important aspect in ensuring that the learners succeed academically at Enkuselweni Centre. However, as a result of the lack of parental involvement the care workers act as the official guardians for the learners. The cares workers only address the basic physiological and physical wellbeing but do not assist with the academic needs or homework of the children. The culture of schooling of the learners is not an encouragement for academic achievement. The learners only spend on average 3 – 6 months a year at the Centre, which is shorter than the period prescribed by SASA. The teachers at Enkuselweni Centre are unable to produce positive results as there is no continuity or sense of completion. The basic achievement of reading, writing and counting can be achieved by reducing the nine subjects required by CAPS to three subjects, namely Home Language, First Additional Language (English) and Mathematics as per the table below. These subjects can be complemented by vocational skills such carpentry, brick laying, plumbing, electricity, computer literacy, landscaping and culinary skills. These vocational skills should be accredited with the relevant SETAs for ease of obtaining work.
- Full Text:
- Date Issued: 2019
- Authors: Xhanti, Cynthia
- Date: 2019
- Subjects: Curriculum planning -- South Africa , Education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/44312 , vital:37152
- Description: Enkuselweni Child and Youth Care Centre is a public institution that accommodates male youths between the ages of 10-17 years who broke the law and are awaiting court trials. While awaiting trial, the youths are compelled to attend school from grade one to grade seven. Learners are faced by academic development problems such as lack of interest in attending school resulting in high dropout rates. Other problems include unruly behaviour, bullying, prevalence of theft, fights and conflict between learners, lack of cooperation on academic subjects, low concentration span and focus, and non-attendance of classes. This leads to very low pass rates and little impact on the money spent by the institution to promote the academic development of learners. The current school curriculum, Curriculum Assessment Policy Statement (CAPS), provides for nine subjects in a full academic year starting from January to December. Learners at the Centre are therefore limited as they arrive at any time during the year. The learners spend an average of 3 – 6 months at the Centre, and are therefore unable to complete and cope with the prescribed CAPS curriculum. The main aim of this research study is to investigate an alternative curriculum that will be suitable for learners who are in conflict with the law and who spend less than one year at the Centre and arrive at any time of the year. The research question is “What alternative curriculum approach other than the current nine (9) subjects approach would better enhance the academic development of learners with behavioural problems while at Enkuselweni Child and Youth Care Centre?” The curriculum approach should take into consideration that the learners should be active citizens that can count, read and write (Asmal, 1997). The learners at Enkuselweni are unable to complete a “grade” which leads to despondency and drop out. According to the South African Schools Act (SASA) a grade is an educational programme which a learner may complete in one school year (South African Schools Act, 2011). This research indicates that the social and cultural influences as well as learner aptitude are the major barriers in the development of the Enkuselweni Centre learner’s education. Indeed, the research further showed that alignment of a suitable curriculum will bring a positive influence to learners’ academic interests. Parental involvement is an important aspect in ensuring that the learners succeed academically at Enkuselweni Centre. However, as a result of the lack of parental involvement the care workers act as the official guardians for the learners. The cares workers only address the basic physiological and physical wellbeing but do not assist with the academic needs or homework of the children. The culture of schooling of the learners is not an encouragement for academic achievement. The learners only spend on average 3 – 6 months a year at the Centre, which is shorter than the period prescribed by SASA. The teachers at Enkuselweni Centre are unable to produce positive results as there is no continuity or sense of completion. The basic achievement of reading, writing and counting can be achieved by reducing the nine subjects required by CAPS to three subjects, namely Home Language, First Additional Language (English) and Mathematics as per the table below. These subjects can be complemented by vocational skills such carpentry, brick laying, plumbing, electricity, computer literacy, landscaping and culinary skills. These vocational skills should be accredited with the relevant SETAs for ease of obtaining work.
- Full Text:
- Date Issued: 2019
An investigation on the opinions of teachers on the policy implementation of life orientation curriculum: a case study of five schools in Cofimvaba Education District
- Authors: Matshikiza, Spokazi
- Date: 2014
- Subjects: Curriculum-based assessment -- South Africa , Curriculum planning -- South Africa , High school teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/679 , vital:26487 , Curriculum-based assessment -- South Africa , Curriculum planning -- South Africa , High school teaching --South Africa
- Description: The purpose of this study was to investigate the opinions of teachers on the implementation of Life Orientation curriculum in five schools of the Cofimvaba Education District. In 1994, there were so many changes in South Africa which brought educational transformation at the fore front and centre of all discussions about the changes in general. The curriculum was reviewed and perceived as a guide meant to reflect the values and principles for envisaged learner such as human rights, social and environmental justice with a high level of skills, values and knowledge. Life Orientation as a compulsory subject that was introduced in the epitome of these changes and presents South Africa with the opportunity of providing a meaningful contribution to its youth and mainly as a partial solution to various social problems. The bottom-up model was used to explain the data which was collected from 5 schools in Cofimvaba district using structured interview schedule The schools selected were based in the rural areas of Cofimvaba District and the number of participants interviewed were 15 teachers with different educational qualifications. The data was then arranged and sorted into common themes as well as tallying and ranking of the responses. This was done in order to uncover the main issues that make the findings of the current study. The data collected revealed that some of the Life Orientation teachers from the GET Band (school 2: 3 teachers, school 3: 6 teachers and school 5: 2 teachers) did not receive any training nor support from the Department of Education on implementing Life Orientation and that resulted to implementation difficulties in their schools. However, some teachers that were interviewed in school 1, 2 (3 teachers) and in school 4 joyfully responded by informing the researcher that the Department of Education was supportive to such an extent that the department has provided study material, teaching material, annual teaching plan and also organised support workshops for them. Although that was the case, some schools (2, 3 and 5) are still experiencing some shortages in terms of teaching materials as they go to the neighbouring schools for support. Though there was support that was given by the Department of Education to Life Orientation, it is still inadequate as it could not cater for all the needs of the schools. In addition, the challenges faced by the above mentioned schools may also result in the provision of unbalanced LO curriculum implementation. Support and monitoring is crucial aspect when it comes to implementation of a certain learning area especially when dealing with Life Orientation. This is an easy subject to deal with since it entails issues of life, therefore, whatever support that needs to be provided in future will be appreciated in order to the teachers to be able to implement the curriculum according to its expected standards.
- Full Text:
- Date Issued: 2014
- Authors: Matshikiza, Spokazi
- Date: 2014
- Subjects: Curriculum-based assessment -- South Africa , Curriculum planning -- South Africa , High school teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/679 , vital:26487 , Curriculum-based assessment -- South Africa , Curriculum planning -- South Africa , High school teaching --South Africa
- Description: The purpose of this study was to investigate the opinions of teachers on the implementation of Life Orientation curriculum in five schools of the Cofimvaba Education District. In 1994, there were so many changes in South Africa which brought educational transformation at the fore front and centre of all discussions about the changes in general. The curriculum was reviewed and perceived as a guide meant to reflect the values and principles for envisaged learner such as human rights, social and environmental justice with a high level of skills, values and knowledge. Life Orientation as a compulsory subject that was introduced in the epitome of these changes and presents South Africa with the opportunity of providing a meaningful contribution to its youth and mainly as a partial solution to various social problems. The bottom-up model was used to explain the data which was collected from 5 schools in Cofimvaba district using structured interview schedule The schools selected were based in the rural areas of Cofimvaba District and the number of participants interviewed were 15 teachers with different educational qualifications. The data was then arranged and sorted into common themes as well as tallying and ranking of the responses. This was done in order to uncover the main issues that make the findings of the current study. The data collected revealed that some of the Life Orientation teachers from the GET Band (school 2: 3 teachers, school 3: 6 teachers and school 5: 2 teachers) did not receive any training nor support from the Department of Education on implementing Life Orientation and that resulted to implementation difficulties in their schools. However, some teachers that were interviewed in school 1, 2 (3 teachers) and in school 4 joyfully responded by informing the researcher that the Department of Education was supportive to such an extent that the department has provided study material, teaching material, annual teaching plan and also organised support workshops for them. Although that was the case, some schools (2, 3 and 5) are still experiencing some shortages in terms of teaching materials as they go to the neighbouring schools for support. Though there was support that was given by the Department of Education to Life Orientation, it is still inadequate as it could not cater for all the needs of the schools. In addition, the challenges faced by the above mentioned schools may also result in the provision of unbalanced LO curriculum implementation. Support and monitoring is crucial aspect when it comes to implementation of a certain learning area especially when dealing with Life Orientation. This is an easy subject to deal with since it entails issues of life, therefore, whatever support that needs to be provided in future will be appreciated in order to the teachers to be able to implement the curriculum according to its expected standards.
- Full Text:
- Date Issued: 2014
Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)
- Authors: Mnqatu, Fiola Wayne
- Date: 2014
- Subjects: Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1358 , vital:26549 , Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Description: The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to NCS which specified outcomes and required educators to construct the content. Third, a feature which participants liked was the weighting of different components of the subjects taught. This was seen as an important guideline that indicates how much time should be spent on each component. Fourth, participants understood that CAPS is not a new curriculum; it is an amendment of the NCS. As such educators used the same teaching strategies and methods. Fifth, participants had reservations about the CAPS assessment guidelines as they were the same as those of the NCS and felt that the guidelines which require educators to discuss assessment criteria with children were not suitable for children in Foundation Phase. Sixth, participants were happy with the CAPS programme of assessment and workbooks .They felt the programme guides their teaching while the workbooks complement their teaching. It can be concluded that educators, on the whole, held positive perceptions about CAPS. They saw it as explicit about the content that is to be taught, and it has clear guidelines about assessment procedures. For this reason it can be seen as an improvement on the NCS. Given the findings, it can be recommended that further research be carried out on how educators’ understanding of CAPS is translated into practical teaching and learning in the classroom. To improve the delivery of CAPS, the Education Department must devise strategies aimed at educator empowerment activities that will enhance their work performance.
- Full Text:
- Date Issued: 2014
- Authors: Mnqatu, Fiola Wayne
- Date: 2014
- Subjects: Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1358 , vital:26549 , Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Description: The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to NCS which specified outcomes and required educators to construct the content. Third, a feature which participants liked was the weighting of different components of the subjects taught. This was seen as an important guideline that indicates how much time should be spent on each component. Fourth, participants understood that CAPS is not a new curriculum; it is an amendment of the NCS. As such educators used the same teaching strategies and methods. Fifth, participants had reservations about the CAPS assessment guidelines as they were the same as those of the NCS and felt that the guidelines which require educators to discuss assessment criteria with children were not suitable for children in Foundation Phase. Sixth, participants were happy with the CAPS programme of assessment and workbooks .They felt the programme guides their teaching while the workbooks complement their teaching. It can be concluded that educators, on the whole, held positive perceptions about CAPS. They saw it as explicit about the content that is to be taught, and it has clear guidelines about assessment procedures. For this reason it can be seen as an improvement on the NCS. Given the findings, it can be recommended that further research be carried out on how educators’ understanding of CAPS is translated into practical teaching and learning in the classroom. To improve the delivery of CAPS, the Education Department must devise strategies aimed at educator empowerment activities that will enhance their work performance.
- Full Text:
- Date Issued: 2014
Assessing entrepreneurship education programmes in secondary schools
- Authors: Qoto, Nomonde Monica
- Date: 2012
- Subjects: Entrepreneurship -- Study and teaching (Secondary) -- South Africa , Small business -- Management -- Study and teaching , Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8826 , http://hdl.handle.net/10948/d1019726
- Description: The emergence of an entrepreneurial spirit is the most significant economic development in the twenty-first century. Entrepreneurship education was introduced in Grades 10-12 as part of the optional subject Business Studies. There are problems across the country encountered by educators in imparting entrepreneurship skills and knowledge to learners. The integration of entrepreneurial programmes into the education system in secondary schools is a prerequisite to develop the necessary skills to start and run a business successfully. It is the responsibility of the government to ensure that entrepreneurship education is included in the curriculum as a separate subject so as to develop the entrepreneurship skills at secondary school level. The formal employment sector is no longer able to provide jobs for the increasing number of unemployed people. Fewer jobs are available for the economically active population of the South African economy especially the school leavers. The primary objective of this study is to assess the current entrepreneurship education programmes offered at secondary schools in Grade 10-12 levels in Motherwell. The purpose is to learn from global trends and to improve the current entrepreneurship education programmes. A literature review was done to establish global trends and also South African trends concerning entrepreneurship education programmes. A mixed research approach and cluster sampling was used to select the twelve Motherwell senior secondary schools in the Motherwell township of Port Elizabeth. The findings of the study were that strategic skills, operational skills, competitions, labour entrepreneurial skills, management skills, creativity and innovation were taught to a limited extent by educators. The practical exposure of learners was deficient because of the limited involvement of local businesses and organisations. Learners were also not encouraged to operate simulated businesses. The study recommends that the Outcome Based Education, National Curriculum Statement and Curriculum Policy Statement which have been introduced by the Department of Education be followed but adjustments must be made to the iii teaching methods to follow the interactive approach required by entrepreneurship. Policy makers should incorporate comprehensive entrepreneurship education programmes from primary school to secondary school to vocational and university and adult education centres. Finally, entrepreneurship education should be offered as an optional separate subject to all learners and involvement of local businesses and organisations should be encouraged.
- Full Text:
- Date Issued: 2012
- Authors: Qoto, Nomonde Monica
- Date: 2012
- Subjects: Entrepreneurship -- Study and teaching (Secondary) -- South Africa , Small business -- Management -- Study and teaching , Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8826 , http://hdl.handle.net/10948/d1019726
- Description: The emergence of an entrepreneurial spirit is the most significant economic development in the twenty-first century. Entrepreneurship education was introduced in Grades 10-12 as part of the optional subject Business Studies. There are problems across the country encountered by educators in imparting entrepreneurship skills and knowledge to learners. The integration of entrepreneurial programmes into the education system in secondary schools is a prerequisite to develop the necessary skills to start and run a business successfully. It is the responsibility of the government to ensure that entrepreneurship education is included in the curriculum as a separate subject so as to develop the entrepreneurship skills at secondary school level. The formal employment sector is no longer able to provide jobs for the increasing number of unemployed people. Fewer jobs are available for the economically active population of the South African economy especially the school leavers. The primary objective of this study is to assess the current entrepreneurship education programmes offered at secondary schools in Grade 10-12 levels in Motherwell. The purpose is to learn from global trends and to improve the current entrepreneurship education programmes. A literature review was done to establish global trends and also South African trends concerning entrepreneurship education programmes. A mixed research approach and cluster sampling was used to select the twelve Motherwell senior secondary schools in the Motherwell township of Port Elizabeth. The findings of the study were that strategic skills, operational skills, competitions, labour entrepreneurial skills, management skills, creativity and innovation were taught to a limited extent by educators. The practical exposure of learners was deficient because of the limited involvement of local businesses and organisations. Learners were also not encouraged to operate simulated businesses. The study recommends that the Outcome Based Education, National Curriculum Statement and Curriculum Policy Statement which have been introduced by the Department of Education be followed but adjustments must be made to the iii teaching methods to follow the interactive approach required by entrepreneurship. Policy makers should incorporate comprehensive entrepreneurship education programmes from primary school to secondary school to vocational and university and adult education centres. Finally, entrepreneurship education should be offered as an optional separate subject to all learners and involvement of local businesses and organisations should be encouraged.
- Full Text:
- Date Issued: 2012
Establishing a framework for an integrated, holistic, community based educational support structure
- Authors: Pieterse, Glynis
- Date: 2010
- Subjects: Curriculum planning -- South Africa , Competency-based education -- South Africa , Inclusive education -- South Africa , Teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9510 , http://hdl.handle.net/10948/1158 , Curriculum planning -- South Africa , Competency-based education -- South Africa , Inclusive education -- South Africa , Teachers -- Training of -- South Africa
- Description: The restructuring of South African education, after the country’s first non-racial democratic elections in 1994, coincided, with the development of inclusive education in international education. The implementation of inclusive education, internationally, was guided by the Salamanca Statement of 1994 and the international “Education for All” movement. Education White Paper 6 (2001), serves as the blueprint for implementing inclusive education in South Africa. This investigation argues that the successful implementation of the inclusive education system is dependent on the development of an effective, quality education support structure. Such an educational support structure is one that should reflect a holistic, integrated and community based approach to support. Based on this presupposition, the primary research aim of this investigation was the establishment of a framework for a holistic, integrated, community based education support structure to do justice to learners with mainly external barriers to learning (LSEN) and educators finding themselves in an inclusive classroom in Nelson Mandela Metropole and surrounding areas. In order to understand how such a framework can be established, the following guiding secondary research questions were posed: • What was the international perspective on the implementation of inclusive education? • What was the nature of educational provisioning for learners with barriers to learning (LSEN) before 1994, and the implementation of inclusive education policies thereafter? • What were the practical implications of implementing Education White Paper 6 (Department of Education, 2001) for the support roles of education support providers in South African schools? • What is the support challenges facing learners and educators within inclusive classrooms in Nelson Mandela Metropole and surrounding areas? • What support structures are currently available at the different levels of the education system? This investigation was completed from a phenomenological perspective. A constructivist approach to data collection and data analysis was followed, as the investigator did not attempt to prove or disprove theory, but rather to understand the phenomena under investigation from the viewpoint of participants. iv The sample, selected by means of non-probability purposive and theoretical sampling techniques, included 120 educators from 85 different schools in Nelson Mandela Metropole and surrounding areas. In addition, 4 education officials, 4 members of community organisations and 2 teacher union representatives were selected to the sample. Through the process of data analysis, accomplished through the principles inherent to grounded theory, two themes and sub-themes were identified. The investigator presented a discussion on the two themes and sub-themes. This discussion was followed by a proposal for the establishment of a framework for a holistic, integrated, community based educational support structure. The investigation was completed by recommendations related to the primary and secondary research questions. The investigation concluded that the implementation of inclusive education is severely hampered by strong exclusionary factors that are principally related to socio-economic backlogs that have not been successfully addressed by the current government.
- Full Text:
- Date Issued: 2010
- Authors: Pieterse, Glynis
- Date: 2010
- Subjects: Curriculum planning -- South Africa , Competency-based education -- South Africa , Inclusive education -- South Africa , Teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9510 , http://hdl.handle.net/10948/1158 , Curriculum planning -- South Africa , Competency-based education -- South Africa , Inclusive education -- South Africa , Teachers -- Training of -- South Africa
- Description: The restructuring of South African education, after the country’s first non-racial democratic elections in 1994, coincided, with the development of inclusive education in international education. The implementation of inclusive education, internationally, was guided by the Salamanca Statement of 1994 and the international “Education for All” movement. Education White Paper 6 (2001), serves as the blueprint for implementing inclusive education in South Africa. This investigation argues that the successful implementation of the inclusive education system is dependent on the development of an effective, quality education support structure. Such an educational support structure is one that should reflect a holistic, integrated and community based approach to support. Based on this presupposition, the primary research aim of this investigation was the establishment of a framework for a holistic, integrated, community based education support structure to do justice to learners with mainly external barriers to learning (LSEN) and educators finding themselves in an inclusive classroom in Nelson Mandela Metropole and surrounding areas. In order to understand how such a framework can be established, the following guiding secondary research questions were posed: • What was the international perspective on the implementation of inclusive education? • What was the nature of educational provisioning for learners with barriers to learning (LSEN) before 1994, and the implementation of inclusive education policies thereafter? • What were the practical implications of implementing Education White Paper 6 (Department of Education, 2001) for the support roles of education support providers in South African schools? • What is the support challenges facing learners and educators within inclusive classrooms in Nelson Mandela Metropole and surrounding areas? • What support structures are currently available at the different levels of the education system? This investigation was completed from a phenomenological perspective. A constructivist approach to data collection and data analysis was followed, as the investigator did not attempt to prove or disprove theory, but rather to understand the phenomena under investigation from the viewpoint of participants. iv The sample, selected by means of non-probability purposive and theoretical sampling techniques, included 120 educators from 85 different schools in Nelson Mandela Metropole and surrounding areas. In addition, 4 education officials, 4 members of community organisations and 2 teacher union representatives were selected to the sample. Through the process of data analysis, accomplished through the principles inherent to grounded theory, two themes and sub-themes were identified. The investigator presented a discussion on the two themes and sub-themes. This discussion was followed by a proposal for the establishment of a framework for a holistic, integrated, community based educational support structure. The investigation was completed by recommendations related to the primary and secondary research questions. The investigation concluded that the implementation of inclusive education is severely hampered by strong exclusionary factors that are principally related to socio-economic backlogs that have not been successfully addressed by the current government.
- Full Text:
- Date Issued: 2010
A qualitative analysis of the cost and management accounting curricula at higher education institutions in South Africa
- Authors: Roodt, Luan
- Date: 2009
- Subjects: Cost accounting -- South Africa , Managerial accounting -- South Africa , Education, Higher -- Curricula -- South Africa , Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:8973 , http://hdl.handle.net/10948/1202 , Cost accounting -- South Africa , Managerial accounting -- South Africa , Education, Higher -- Curricula -- South Africa , Curriculum planning -- South Africa
- Description: The democracy in South Africa brought about many changes and new challenges. One such challenge was to transform the Higher Education institutes in South Africa. The National Commission on Higher Education (NCHE) resulted in the proposed National Plan for Higher Education in 2001. This referred to the restructuring of Higher Educational Institutes in South Africa. The National Plan for Higher Education listed priorities within section 6, which deals with the restructuring process. Some of these priorities referred to the reduction of duplications and overlaps in the programmes offered. Prior to 2005, Technikons offered the course National Diploma: Cost and Management Accounting over three years. Former Technikons developed their curricula for Cost and Management Accounting to utilise career orientated training in order to provide students with the necessary knowledge and skills for careers in financial and cost and management accounting as was applied in commerce and industry. Before the transformation and restructuring of the South African higher education institutions, Technikons in South Africa was part of a National system where a National curriculum was developed and implemented by all Technikons in South Africa. Curriculum development took place on a national level. Therefore, the programmes offered at these former Technikons were similar. Some of the former Technikons still offer the National Diploma in Cost and Management Accounting but in a different format. Students registering for this programme, register for a National Higher Certificate (NHC) in Accountancy. The duration of this NHC is two years where after students can complete a third year to graduate with a National Diploma in Cost and Management Accounting. The NHC in Accountancy was also developed on a national level and the curricula are similar at the higher education institutions offering it in South Africa. Since the merger of higher education institutions in South Africa, the responsibility to develop new programmes shifted from a national level to an institutional level. The newly merged institutions carry the responsibility to develop new programmes which suites the specific institution and serves the need of the specific communities. The iv primary objective of this study is to analyse the Cost and Management Accounting curricula in South Africa with the intention to propose a new curriculum for this diploma. To suggest a proposed curriculum, the old curricula of the various South African institutions were considered using qualitative research methods. The four South African institutions and the two Australian institutions were analysed and a balanced curriculum proposed out of this information. The proposed curriculum for the diploma in accounting, combined subjects that have been offered previously and subjects that could further expand graduate employability. Five companies were selected to evaluate the proposed curriculum. After considering the views of all the interviewed employers, a final curriculum was suggested for the Diploma in Accounting. As a result of this study it was clear that in-service training should be added to the Diploma in Accounting. Eighty percent of the interviewed potential employers suggested that practical experience in third year studies would significantly enhance student employability. Cost and Management Accounting has long been used by accountants to help managers understand the different costs of running a business. It is important for managers to identify certain areas of the business process where costs can be cut and the profitability increased. From this study it is clear that the proposed curriculum is acceptable to employers as they found that students will benefit from it.
- Full Text:
- Date Issued: 2009
- Authors: Roodt, Luan
- Date: 2009
- Subjects: Cost accounting -- South Africa , Managerial accounting -- South Africa , Education, Higher -- Curricula -- South Africa , Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:8973 , http://hdl.handle.net/10948/1202 , Cost accounting -- South Africa , Managerial accounting -- South Africa , Education, Higher -- Curricula -- South Africa , Curriculum planning -- South Africa
- Description: The democracy in South Africa brought about many changes and new challenges. One such challenge was to transform the Higher Education institutes in South Africa. The National Commission on Higher Education (NCHE) resulted in the proposed National Plan for Higher Education in 2001. This referred to the restructuring of Higher Educational Institutes in South Africa. The National Plan for Higher Education listed priorities within section 6, which deals with the restructuring process. Some of these priorities referred to the reduction of duplications and overlaps in the programmes offered. Prior to 2005, Technikons offered the course National Diploma: Cost and Management Accounting over three years. Former Technikons developed their curricula for Cost and Management Accounting to utilise career orientated training in order to provide students with the necessary knowledge and skills for careers in financial and cost and management accounting as was applied in commerce and industry. Before the transformation and restructuring of the South African higher education institutions, Technikons in South Africa was part of a National system where a National curriculum was developed and implemented by all Technikons in South Africa. Curriculum development took place on a national level. Therefore, the programmes offered at these former Technikons were similar. Some of the former Technikons still offer the National Diploma in Cost and Management Accounting but in a different format. Students registering for this programme, register for a National Higher Certificate (NHC) in Accountancy. The duration of this NHC is two years where after students can complete a third year to graduate with a National Diploma in Cost and Management Accounting. The NHC in Accountancy was also developed on a national level and the curricula are similar at the higher education institutions offering it in South Africa. Since the merger of higher education institutions in South Africa, the responsibility to develop new programmes shifted from a national level to an institutional level. The newly merged institutions carry the responsibility to develop new programmes which suites the specific institution and serves the need of the specific communities. The iv primary objective of this study is to analyse the Cost and Management Accounting curricula in South Africa with the intention to propose a new curriculum for this diploma. To suggest a proposed curriculum, the old curricula of the various South African institutions were considered using qualitative research methods. The four South African institutions and the two Australian institutions were analysed and a balanced curriculum proposed out of this information. The proposed curriculum for the diploma in accounting, combined subjects that have been offered previously and subjects that could further expand graduate employability. Five companies were selected to evaluate the proposed curriculum. After considering the views of all the interviewed employers, a final curriculum was suggested for the Diploma in Accounting. As a result of this study it was clear that in-service training should be added to the Diploma in Accounting. Eighty percent of the interviewed potential employers suggested that practical experience in third year studies would significantly enhance student employability. Cost and Management Accounting has long been used by accountants to help managers understand the different costs of running a business. It is important for managers to identify certain areas of the business process where costs can be cut and the profitability increased. From this study it is clear that the proposed curriculum is acceptable to employers as they found that students will benefit from it.
- Full Text:
- Date Issued: 2009
Assessing entrepreneurship education at secondary schools in the NMBM
- Authors: Sathorar, Heloise Helena
- Date: 2009
- Subjects: Business education -- South Africa , Entrepreneurship -- Study and teaching (Secondary) -- South Africa , Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8697 , http://hdl.handle.net/10948/1081 , Business education -- South Africa , Entrepreneurship -- Study and teaching (Secondary) -- South Africa , Curriculum planning -- South Africa
- Description: Entrepreneurship has emerged over the last two decades as arguably the most potent economic force the world has ever experienced (Kuratko, 2005: 577). Entrepreneurship has become a pressing national priority in South Africa as there are simply not enough existing jobs to absorb the influx of school leavers into the labour market (www.ssaci.org.za). The Global Entrepreneurship Monitor study has consistently highlighted the weaknesses in the education system as a factor limiting entrepreneurial activities in South Africa (Orford, 2004: 26). Entrepreneurship education was introduced into the Further Education and Training curriculum (Grades 10-12) in 2006 as part of an optional subject Business Studies (Horn, 2006: 120). Preliminary evidence suggests widespread problems across the country with the implementation of entrepreneurship education programs in schools (Isaacs, Visser, Friedrich and Brijlal, 2007: 618). The primary objective of this study is to improve entrepreneurship education at secondary school level by investigating how effective the current entrepreneurship education program is in providing school leavers with the entrepreneurial knowledge and skills required to start their own business. The study conducted a literature review to establish global trends of entrepreneurship education. Furthermore, a qualitative case study approach was used, where three schools from Nelson Mandela Bay Municipality was selected for collecting data on the progress of entrepreneurship education in secondary schools. The study found that prescribed content for entrepreneurship education is being taught at secondary schools. However, concerns were identified with the methods used to teach entrepreneurship education as it lacked practical exposure to real life situations. The study found that the way in which entrepreneurship education was taught did not motivate school leavers to start their own business. Therefore, the study recommends that entrepreneurship education should be offered as an independent subject and not as part of another subject. Furthermore, a practical approach should be followed in teaching entrepreneurship education. Finally, commitment and collaborative participation by all stakeholders are required to ensure the success of entrepreneurship education.
- Full Text:
- Date Issued: 2009
- Authors: Sathorar, Heloise Helena
- Date: 2009
- Subjects: Business education -- South Africa , Entrepreneurship -- Study and teaching (Secondary) -- South Africa , Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8697 , http://hdl.handle.net/10948/1081 , Business education -- South Africa , Entrepreneurship -- Study and teaching (Secondary) -- South Africa , Curriculum planning -- South Africa
- Description: Entrepreneurship has emerged over the last two decades as arguably the most potent economic force the world has ever experienced (Kuratko, 2005: 577). Entrepreneurship has become a pressing national priority in South Africa as there are simply not enough existing jobs to absorb the influx of school leavers into the labour market (www.ssaci.org.za). The Global Entrepreneurship Monitor study has consistently highlighted the weaknesses in the education system as a factor limiting entrepreneurial activities in South Africa (Orford, 2004: 26). Entrepreneurship education was introduced into the Further Education and Training curriculum (Grades 10-12) in 2006 as part of an optional subject Business Studies (Horn, 2006: 120). Preliminary evidence suggests widespread problems across the country with the implementation of entrepreneurship education programs in schools (Isaacs, Visser, Friedrich and Brijlal, 2007: 618). The primary objective of this study is to improve entrepreneurship education at secondary school level by investigating how effective the current entrepreneurship education program is in providing school leavers with the entrepreneurial knowledge and skills required to start their own business. The study conducted a literature review to establish global trends of entrepreneurship education. Furthermore, a qualitative case study approach was used, where three schools from Nelson Mandela Bay Municipality was selected for collecting data on the progress of entrepreneurship education in secondary schools. The study found that prescribed content for entrepreneurship education is being taught at secondary schools. However, concerns were identified with the methods used to teach entrepreneurship education as it lacked practical exposure to real life situations. The study found that the way in which entrepreneurship education was taught did not motivate school leavers to start their own business. Therefore, the study recommends that entrepreneurship education should be offered as an independent subject and not as part of another subject. Furthermore, a practical approach should be followed in teaching entrepreneurship education. Finally, commitment and collaborative participation by all stakeholders are required to ensure the success of entrepreneurship education.
- Full Text:
- Date Issued: 2009
Planning and managing curriculum implementation in rural schools: an investigation
- Authors: Labane, Nokubonga
- Date: 2009
- Subjects: Curriculum planning -- South Africa , Teacher participation in curriculum planning , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9522 , http://hdl.handle.net/10948/998 , Curriculum planning -- South Africa , Teacher participation in curriculum planning , Education -- South Africa -- Curricula
- Description: Fleisch (2002) and Jansen and Christie (1999) hold that implementation of the national school curriculum in post-apartheid South Africa was riddled with uncertainties, ineffective classroom management and a general lack of academic performance by learners, mainly as a result of inadequate training and support (SMTs) to support the implementation process through proper planning and subsequent management of the implementation (Rogan and Grayson, 2003:1172-1195). Middlewood (2003a: 66- 68) thus assigns the primary responsibility of planning, managing and overseeing the curriculum implementation process to the SMT. Research problem and question 1 In the context of this study, the School Management Team (SMT) includes the school principal, the deputy-principal and the head(s) of department(s) or senior teachers. 4 for teachers in the classroom. Having considered the above essential aspects related to curriculum implementation, there is thus reason to be concerned about the effectiveness of curriculum implementation in South African schools, specifically in rural schools. Due to their remoteness, limited resources, and fluctuating quality of teacher expertise, these schools are often more challenged in terms of curriculum implementation (Delport and Mangwaya, 2008:224). Although there are many factors affecting the (in)effectiveness of implementation, this study regards a school’s curriculum implementation plans and the subsequent management of these implementation plans as crucial to ensuring successful implementation of a new curriculum. The central research problem that guided this study thus relates to the planning and subsequent management of curriculum implementation at school level. The above problem has culminated in the formulation of the following research question: How do selected rural schools plan and manage curriculum implementation?.
- Full Text:
- Date Issued: 2009
- Authors: Labane, Nokubonga
- Date: 2009
- Subjects: Curriculum planning -- South Africa , Teacher participation in curriculum planning , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9522 , http://hdl.handle.net/10948/998 , Curriculum planning -- South Africa , Teacher participation in curriculum planning , Education -- South Africa -- Curricula
- Description: Fleisch (2002) and Jansen and Christie (1999) hold that implementation of the national school curriculum in post-apartheid South Africa was riddled with uncertainties, ineffective classroom management and a general lack of academic performance by learners, mainly as a result of inadequate training and support (SMTs) to support the implementation process through proper planning and subsequent management of the implementation (Rogan and Grayson, 2003:1172-1195). Middlewood (2003a: 66- 68) thus assigns the primary responsibility of planning, managing and overseeing the curriculum implementation process to the SMT. Research problem and question 1 In the context of this study, the School Management Team (SMT) includes the school principal, the deputy-principal and the head(s) of department(s) or senior teachers. 4 for teachers in the classroom. Having considered the above essential aspects related to curriculum implementation, there is thus reason to be concerned about the effectiveness of curriculum implementation in South African schools, specifically in rural schools. Due to their remoteness, limited resources, and fluctuating quality of teacher expertise, these schools are often more challenged in terms of curriculum implementation (Delport and Mangwaya, 2008:224). Although there are many factors affecting the (in)effectiveness of implementation, this study regards a school’s curriculum implementation plans and the subsequent management of these implementation plans as crucial to ensuring successful implementation of a new curriculum. The central research problem that guided this study thus relates to the planning and subsequent management of curriculum implementation at school level. The above problem has culminated in the formulation of the following research question: How do selected rural schools plan and manage curriculum implementation?.
- Full Text:
- Date Issued: 2009
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