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1
Manuel, Reyanah. "Possibilities for democratic citizenship in the natural science curriculum and assessment policy statement." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1956.
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Thesis submitted in fulfilment of the requirements for the degree Master of Technology: education in the Faculty of Education at the Cape Peninsula University of TechnologyThe purpose of this study is to analyse the Curriculum and Assessment Policy Statement CAPS) document within the subject Natural Sciences (NS) (senior phase including Grades 7 to 9) and to explore whether the implementation of this document can possibly engender democratic citizenship within the classroom. An analysis of the sub-headings used within the NS CAPS document will be undertaken. These are the process, skills and specific aims. A brief study of the education policies, namely the Outcomes Based Education (OBE), the Revised National Curriculum Statement (RNCS) for Grades R-9 and the National Curriculum Statement (NCS) Grades 10-12 will be undertaken. The purpose of this analysis is to present an argument behind the implementation of the CAPS document as part of the National Curriculum Statement. As the research is document-based a qualitative research methodology will be implemented in which document analysis will serve as the research methodology. This method will implement critical discourse analysis as the lens used to analyse the data gathered. The NS policy document will be reviewed to explore whether the aims, skills and processes have the capacity to provide learners with opportunities to think critically and to engender democratic citizenship.
2
Lerumo, Kagiso Solomon. "Implementing Music according to the Curriculum and Assessment Policy Statement (CAPS) : experiences of Foundation Phase educators." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/67763.
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The implementation of Music according to the Curriculum and Assessment Policy Statement (CAPS) in the Foundation Phase is not adequate. Reasons for this incorporate inter alia lack of knowledge of Music pedagogy by Foundation Phase educators, lack of resources and poor assistance and monitoring from the Department of Education.
The study was based on qualitative case study method, exploring the experiences of Foundation Phase educators in implementing Music according to CAPS. Interviews were held with three Foundation Phase educators. Data was also collected by means of observations and analysing personal documents such as learners‟ class work books and educators‟ Music files.
Analyses of the data obtained showed that Foundation Phase educators who participated in the research did not have Music teaching experience before the introduction of CAPS in 2012. A key concern is that these participants did not plan for Music and the time allocated for it was used to teach the so-called core subjects such as Mathematics and Languages. Moreover, educators who participated in this study would only make learners to sing at the beginning of lessons of study areas such as beginning knowledge and Mathematics as an effort to integrate Music with other subjects.
Recommendations included development of a partnership between any University that offers Music and the North West Department of Education which may assist with Music pedagogy and to augment resources such as relevant books and Musical instruments.Mini Dissertation (MMus)--University of Pretoria, 2018.
Music
MMus
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3
Mnqatu, Fiola Wayne. "Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1358.
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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.
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Björklund, Anna-Sara. "Eleven Eastern Cape teachers´perceptions of the implementation of the Curiculum Assessment Policy Statement." Thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-101277.
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A new curriculum, the Curriculum Assessment Policy Statement (CAPS) was during 2012-2014 introduced in South African schools. The aim of this study was to gain an understanding of how the implementation process of the curriculum was perceived by teachers. The study examined what the teachers’ general opinions about CAPS were, what experiences they had from the training in relation to the implementation, what strategies they used to further their understanding about CAPS and which factors affected their ability to implement the curriculum. Eleven teachers were interviewed in order to answer the research questions. Findings from the interviews showed that a majority of the teachers believed that the training that was supposed to prepare them for the implementation of CAPS had several faults.
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Sibam, Zanoxolo. "An Investigation into time allocation in the curriculum and assessment policy statements (CAPS) for grade 10 physical sciences." University of the Western Cape, 2018. http://hdl.handle.net/11394/5984.
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Magister Educationis - MEd (Mathematics and Science Education)This study investigated the suitability of the prescribed and recommended time allocations for Physical Science in Grade 10 CAPS curriculum. More specifically, the study explored how different teachers in the rural part of a district in the Eastern Cape utilized the prescribed and recommended time allocations to cover certain topics in Physical Sciences in Grade 10. Since the introduction of CAPS, many physical science teachers complain that the prescribed and recommended time allocation have not afforded the teachers enough flexibility to explore different teaching strategies, especially for teachers in the rural district in the Eastern Cape. The aim of the study was to investigate how the teachers are able to adhere to the prescribed and recommended time allocation and the extent to which the prescribed and recommended time allocations allow for the application of different teaching strategies recommended by the Department of Basic Education. The study is underpinned by the reflective theory, pedagogical content knowledge and curriculum reform theory.
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Rantsane, Twoboy Babini. "The implementation of curriculum and assessment policy statement by economics grade twelve teachers and its influence on teaching methods in East London Education District, South Africa." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4970.
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The introduction of the Economics CAPS policy ushered the introduction of the new principle of “active and critical learning” which implies fostering active learner participation in teaching and learning process. The revision of curriculum in 1997 and subsequent years has implications on how teachers teach. Since the introduction of Economics CAPS in Grade twelve in 2014, no study has been conducted to determine how teachers implement the curriculum. The aim of the study was to investigate the implementation of Curriculum and Assessment Policy Statement (CAPS) by Economics Grade twelve teachers and its influence on teaching methods in East London Education District. The theoretical framework of the study was Experiential Learning Theory (ELT), constructivism, and pragmatism. A mixed method which entails the combination of quantitative and qualitative research methods was used in this study. A sequential design was followed in the study where the first stage comprised of the administration of questionnaire as a component of quantitative method. The second stage focused on qualitative method which entailed the administration of the following data collection techniques: lesson observation, semi-structured interviews and document analysis. Purposeful random sampling where East London Education District was selected since it has the required categories of schools required for the research was used. All the 53 Grade 12 Economics schools served as the population for the study. Some of the participants did not return the questionnaire while others have phased out Economics. A total of 36 schools participated and two schools have 2 Grade 12 classes. A total of 38 teachers returned the questionnaires. A stratified random sampling of 8 teachers was done for the qualitative research. The schools or teachers were categorised as follows: one teacher from Ex - Model C schools, one from urban, one from rural and five teachers from township schools. The sample represented 22.2 % of schools offering Grade 12 economics in the East London Education District. Descriptive statistics and thematic analysis were used for quantitative and qualitative studies respectively. The study found out that economics teachers assert that they employ mixed methods when teaching, but classroom practice reveals that their teaching approach is predominately teacher - centred. While the CAPS policy propagates the adoption of “active and critical learning” practice indicates this principle is applied to a limited extent. Economics teachers should be developed in using active learning methods to ensure that the new principle find expression in the classroom. In respect of the training of teachers to implement CAPS curriculum, research reveals that short-term training workshops were conducted but Economics teachers have challenges in methodology and content. The recommendations to address the challenges entail: continuous professional development of Economics teachers on methodology; conduct content workshops and resourcing of schools.
7
Morgan, Leanne. "Grade one teachers methods of teaching pre-reading skills to second language learners in an inner-city school." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62892.
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Education is a fundamental precondition for progress and growth in South Africa (Spaull, 2011, p. 1). Literacy opens the doors to better livelihoods, improved health and expanded opportunity (UNESCO, 2011). Illiteracy is a serious constraint to improving education standards in South Africa. Prominent research studies stress the low levels of reading ability across the country. At the onset of Grade One, pre-reading skills are taught. Pre-reading skills are foundational skills and essential for later reading success. Teachers in English Second Language environments face the daunting challenge of teaching learners to read in a foreign language. This qualitative research study, which was conducted at a low-fee private school in Pretoria Central Business district, aimed to explore the methods that educators were using to teach second language English Learners (ESL) pre-reading skills. Data collected from semi-structured interviews, lesson observations and document analysis revealed that educators had a limited theoretical knowledge of pre-reading skills due to a lack of tertiary education and curriculum training. Numerous methods of teaching pre-reading skills were identified during pre-reading lesson observations. The synthetic phonics approach, multisensory teaching, using dramatization and subtractive bilingualism were methods of instruction used to develop phonemic awareness and English oral language competency. The study highlighted the numerous challenges faced by ESL teaching working in a low-socioeconomic environment and the ways in which the teachers overcame these challenges. Based on this study’s results, recommendations are provided to enhance the teaching of pre-reading skills to ESL learners.Dissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
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Hoffman, Samantha Melissa. "Capability sets of teachers with regards to the implementation of the curriculum and policy statement in a no-fee school community in the Western Cape." University of the Western Cape, 2017. http://hdl.handle.net/11394/6352.
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Magister Educationis - MEdSince the onset of democracy in 1994, education in South Africa has undergone many developments and changes due to curriculum innovations and interventions. For more than two decades, the government has been seeking to eliminate the divisions of the past by establishing a society based on democratic values, social justice and the observance of fundamental human rights as described in Act 108 of 1996 in the Constitution. The curriculum changes in South Africa after 1994 had a huge impact on the education system as a whole, and classroom teaching shifted from being largely teacher- centered to being predominantly learner-centered. Hence, the newly revised Curriculum and Assessment Policy Statement (CAPS) was introduced (DBE, 2011) to provide all teachers with the same outline of what should be taught, when and how. The government's efforts at improving teaching and learning as well as maintaining a high standard of education are commendable, however, findings through this research demonstrate that CAPS disregards the massive differences in terms of contexts within which schools operate and the general lack of resources faced by certain schools. The main aim of this research was to explore the nature of the capability sets of teachers with respect to the implementation of the CAPS curriculum in a no fee school community in the Western Cape. The research was conducted within the framework of a qualitative research approach with a case study design. Classroom observation, focus group interviews and document analysis were utilized as data collection methods. The capability approach of Amartya Sen was applied to unveil the nature of teachers' capability sets in a no fee school in the Western Cape. This study has established that there are several factors inside and outside the school, which influence the implementation of CAPS during the teaching and assessment processes. Therefore, recommendations are made that the policymakers should take into account the context and socio economic background of the school and learners before changing the curriculum.
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Tshidaho, Manyage. "Curriculum assessment policy statement support programme for Vhembe rural- based primary schools educators." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1665.
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A thesis submitted to the Faculty of Education in fulfillment of the requirements of the Degree of Doctor Of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018The Curriculum Assessment Policy Statement (CAPS) was adopted based on the principles of the Revised National Curriculum Statement (RNCS) to improve the quality of education in both rural and urban areas since the change-over from apartheid education in 1994. The new curriculum was also introduced in order to shift from content to outcomes-based education which experienced marked implementation challenges. The main aim of this study was to investigate challenges facing educators in schools in the rural areas in the implementation of CAPS and develop a support programme for them to promote the quality of teaching and learning in these rural schools. This quantitative study used simple random sampling using a self-administered questionnaire to collect data from five hundred rural based educators. The instrument was shaped and enriched by consulting a wide range of literature on the subject to ensure its validity. Quantitative data was analysed using Statistical Package for Social Science 18 (SPSS 18) and Chi- square statistics. Results established challenges that educators are facing through lack of support programmes in the process of implementing CAPS in rural schools. It was also revealed that the majority of rural educators are not effective in implementing CAPS as they are not given support programmes. The findings of this study should assist in developing a support programme for rural based educators towards implementing the Curriculum Assessment Policy Statement in a manner that it would promote quality teaching and learning. The study concludes that rural educators need to be supported for the implementation of Curriculum Assessment Policy Statement. The study recommends the implementation of the support programme to rural educators for the effective implementation of CAPS. Further research into the development of support programme in South African rural educators should be undertaken.
National Research Foundation of South Africa (Grant Number: CPT160513164973 and 105246).
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Gumede, Balindile Rejoice. "Experiences of foundation phase educators in implementing outcomes-based education and the curriculum assessment policy statement in the Hlabisa Circuit." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1538.
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A mini dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Masters of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2017This study focuses on the experiences of Foundation Phase educators in implementing OBE and CAPS in the Hlabisa Circuit (KwaZulu-Natal).Foundation Phase educators in this circuit face many challenges in implementing effectively the relevant teaching methodologies required by OBE and CAPS, to the extent of being frustrated by the lack of resources which would help them in their implementation. Their problem, in short, is that they do not know how to implement the principles underpinning OBE and CAPS. The researcher used quantitative research in this study. Data have been collected through questionnaires. Most challenges encountered by Foundation Phase educators are to do with compiling learner portfolios and work schedules, group teaching, and disciplinary measures. Classroom organisation and teaching activities are not receiving the attention they need. Educators are frustrated by the large number of learners each of them is facing. They are frustrated by the instability of Departmental policies: changes in the education system take place regularly.
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Kokela, Regina Sakhiwe. "An analysis of the implementation of the Curriculum and Assessment Policy Statement in the Further Education and Training phase." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60498.
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This study analyses the implementation of the Curriculum and Assessment Policy Statements (CAPS) in the Further Education and Training (FET) phase, which is meant to improve quality of education. Post-1994 education is still being characterised by poor quality education, despite efforts to eradicate this problem. As a result, the FET phase contributes to increased learner dropout rates and learners who are struggling to prosper in the labour market and post-school institutions, such as universities. This study finds that lack of proper reporting in the DBE management, lack of monitoring on duties allocated to DBE officials, weak service delivery by the DBE officials to schools, and improper attention to issues that impact teaching and the management in schools, result schools to experience difficulties in implementing CAPS in the FET phase in the current implementation process. This study realises that, in order for learners to benefit under CAPS, improving quality of education in the FET phase there should be early intervention under the current findings. Thus, in recommending pillars for improving policy implementation in the FET phase, this study firstly explores strategies in place in South Africa's counterparts under BRIC(S) (Brazil, Russia, India and China) regarding policy implementation in their basic education, especially their equivalent in the FET phase. The study secondly examines existing setbacks that obstruct effective policy implementation in the FET phase.Mini Dissertation (MPhil)--University of Pretoria, 2017.
School of Public Management and Administration (SPMA)
MPhil
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Maselesele, Maluleke Samuel. "Managing the implementation of the assessment policy in the senior certificate band." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/25138.
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Educators in the basic education system are facing extreme challenges in assessing learners in general and in implementing assessment policy in particular. These challenges influence the pass rate, particularly in grade 12. The validity of the evidence of the learners’ performance depends on the quality and type of assessment tasks administered to those learners. Therefore, it was critical that those aspects, which pose challenges in the management of the assessment policy within the education system, be addressed by developing policies which would assist educators in managing assessment at school, since assessment forms an integral part of teaching and learning. Support programmes on policy implementation had to be developed for learners and for the training of educators, the implementation of which should improve the pass rate. These programmes had to include the conditions and roles of provincial and district education officers. A South African policy development model had to be developed to address the unique situation of developing such programmes. The introduction of the National Curriculum Statement (NCS) and the National Protocol on Recording and Reporting (NPRR) were some of the measures aimed at improving learner performance and assisting educators in implementing and managing assessment which is in line with national policy. An exploratory study, aimed at providing a broad framework on policy analysis, was used with the view to understand how the NCS and National Protocol for Recording and Reporting are managed. A proportional representative sample of 25% of the schools from the six clusters in the Mopani district formed part of this study. To ensure that the historically white, urban and rural schools were represented, an incidental biased sampling method was used. Data obtained from the questionnaire indicates that educators have knowledge of the various policies, acts and guidelines which should be used in assessing learners. However, some data indicates that some educators know about the existence of such policies, acts and guidelines but do not have knowledge of the content thereof. Data obtained from the interviews indicates that educators either know the content of policies or are only aware of them. Therefore, the lack of knowledge of policy content which regulates the practice of a policy has an influence on the teaching and assessing of learners.Thesis (PhD)--University of Pretoria, 2011.
School of Public Management and Administration (SPMA)
unrestricted
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Mosala, O. L., and K. E. Junqueira. "The dynamics of coping with policy and practice : mathematics educators' experiences." Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/636.
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Published AticleThis article reports on the experiences of Mathematics educators during the implementation of the National Curriculum Statement (NCS) in Grades 10 - 12. The study is contained in five different, but educationally related constructs addressing training, problem areas which challenge or appeal to Mathematics educators, lesson planning, assessment strategies and the effective integration of OBE in the teaching of Mathematics. A mixed methods design was used, with data being collected and collated using questionnaires and semi-structured interviews. The quantitative data employed descriptive data analysis, while the qualitative data was analysed by identifying differences and similarities. The study revealed that educators differed in terms of the problems they encountered with implementing the NCS in Mathematics. They agreed, however, that the implementation was successful and that it contributed to better teaching.
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Nkosi, A. D. "Modern African classical drumming : a potential instrumental option for South African school Music curriculum." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/43292.
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The Curriculum and Assessment Policy Statement or CAPS (which is the modified
extension of the National Curriculum Statement policy), Music learning area, gives an
option for Music learners to follow the Indigenous African Music (IAM) stream. This
caters for them to be examined in African instruments. Currently, there are no available
prescribed instrumental curricula in any IAM instrumental practices that learners can
follow should they choose the IAM stream. Therefore, this research was prompted by
the need for graded curriculum in IAM instruments for Music learners at the Further
Education and Training (FET) level.
This quantitative research focuses on the incorporation of contemporary African
instrumental music practices in the modern Music curriculum as demanded by current
trends, multiculturalism and multi‐ethnic societies with their emerging modern culture
which to an extent nevertheless still embrace old traditions. The research is
underpinned by the theoretical framework of multicultural music education.
This study comprises two sections. Section one analyzes the dilemma that the South
African Music curriculum faces when incorporating indigenous African instruments for
examination at FET level and poses questions on how and which instrumental practices
can be part of the possible solution. It revisits the epistemology of traditional African
drumming and investigates how some of the traditional drumming practices have
changed and are practised in the contemporary context.
Section two introduces a contemporary African instrumental practice whose
development is rooted in the generic traditional idioms of African drumming. This
contemporary drumming style is not tied to a specific ethnic group but rather a creative
continuum of African traditional drumming. This practice is explored as a potential
instrumental option for the South African Music curriculum (IAM stream); through
conducting of training workshops, progress survey and the evaluation of the
implementation process of the pilot graded model curriculum. Lastly, pedagogical
instructions on teaching, learning and evaluation of this contemporary drumming
practice are provided.Thesis (DMus)--University of Pretoria, 2013.
lk2014
Music
DMus
Unrestricted
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Zano, Kufakunesu. "Exploring teachers' enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools." Diss., 2015. http://hdl.handle.net/10500/20280.
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The study serves to explore teachers’ enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools. The data was collected by means of semi-structured individual interviews. The respondents were grade 11 teachers whose schools were chosen by the researcher because all the respondents had undergone a week long CAPS training.
The study adopted a qualitative approach therefore a purposive non-probability sampling strategy was used to select the sample. The collected data from the respondents was analysed qualitatively and recommendations based on the research findings were made. In a nutshell, the teachers’ enactment of CAPS still remains a tall order for the South African teacher but with sufficient support and encouragement to the teacher from all stakeholders it can become a success story.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
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Tshikalange, L. D. "Challenges facing the management of the implementation of the curriculum assessment policy statement (CAPS) in rural schools of Sibasa Circuit." Diss., 2014. http://hdl.handle.net/11602/163.
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Masekoameng, Morongwa Constance. "An instructional leadership perspective on the management and implementation of Curriculum and Assessment Policy Statement (CAPS) in South African schools." Thesis, 2014. http://hdl.handle.net/10500/19994.
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This study encompasses a reflection of the way back at the beginning of the democratic South Africa when there was an immense yearning for a curriculum which could transform the education system in South Africa into a new national system for schools. After numerous attempts, in search of a tangible, user-friendly curriculum, Curriculum and Assessment Policy Statement (CAPS) was finally brought forth and at the moment, it is regarded as being the turning point of our education system and also geared at promoting the highest possible standard of education in all schools in South Africa. This study investigates some problems experienced at the apex of the management and implementation of CAPS, especially in some schools in rural areas. It focuses on some of the drawbacks which are putting a strain on the smooth running of schools during these prime stages of curriculum implementation such as disciplinary problems, overcrowded classes, large workloads for educators, the gap between well-resourced and under resourced schools as well as non-delivery of textbooks to schools in some provinces. This study examines how school management teams (SMTs), imbued with management and leadership responsibilities are able to put up systems that will ensure that evaluation, assessment and monitoring tools are utilised effectively in support of teaching and learning in schools. It is against this background that this study is therefore informed and guided by the instructional leadership paradigm which, if correctly engaged, can effectively strengthen curriculum management and implementation. For the purpose of conducting empirical research, the mixed method design was used as it offers a wider scope of collecting data and promotes triangulation. Six schools were selected on the basis of proximity to the school I am attached to, two primary schools and four secondary schools. All these were done after having obtained ethical clearance with the College of Education at Unisa and permission from the Limpopo Department of Education. Questionnaires were distributed to all educators in the six schools to fill, while one-to-one interviews were conducted with the principals of each of the six selected schools. The research highlighted that instructional leadership is critical in the implementation of CAPS with the SMTs members affirming their commitment to various aspects of instructional leadership. Furthermore, the findings also affirmed the opportunities that shared leadership offered schools to share moral purpose. However, the findings also enumerate lack of resources, lack of curriculum knowledge and larger workloads of teachers as crucial factors that inhibit the implementation of CAPS. As a result of this research, a number of recommendations and opportunities for further research are offered to Limpopo schools and their SMTs, the systemic authorities responsible for Limpopo Education and for those responsible specifically for policy making and curriculum development in the South African education system.Educational Leadership and Management
D. Ed. (Education Management)
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Mlambo, Thokozani. "Exploring teachers' understanding of curriculum change from National Curriculum Statement (NCS) to Curriculum and Assessment Policy Statement (CAPS) in the teaching of grade 8 maths in township and former Model C schools in Gauteng." Thesis, 2015. http://hdl.handle.net/10539/18231.
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A research report submitted to the School of Education,
Faculty of Humanities, University of the Witwatersrand,
Johannesburg in partial fulfilment of the requirements for the degree of
Master of Education (MEd)What are teachers’ understanding of curriculum change and how they think it affects their practice in a pedagogic setting? Whilst this may be thought of as a straight-forward answer, this study has interestingly demonstrated that teachers’ understanding does not follow the simplified prescription of the curriculum but their understanding of their own contexts and how they view that affects their pedagogic practice. Studies of teachers’ responses to curriculum change have overlooked the underlying factors around teachers’ willingness or unwillingness to change. In-depth interviews allow the study to explore teachers’ understanding of curriculum change in the context of South African educational reform. In this regard, whilst a simplistic answer to the questions of this study, teachers have displayed highly-ordered and well-reasoned viewpoints on how their understanding of curriculum change shape their pedagogic practice. This has made the researcher to categorise teachers’ responses into three pre-determined themes described by Bernstein (1996): knowledge, pedagogy and assessment whilst using the fourth – social context of learners – as background of interpreting the findings of the study. This research project unsurprisingly concludes that teachers hold a wide variety of views about curriculum reforms and implementation in South Africa. Both the primary and secondary data sources indicated that curriculum in South Africa is progressing towards more prescriptive approaches.
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Lumadi, Nnditsheni Irene. "An investigation into the content of the further education and training (FET) phase home language curriculum and assessment policy statement (CAPS): a linguistic perspective." Diss., 2019. http://hdl.handle.net/11602/1326.
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MA (Linguistics)Department of Communication and Applied Linguistics
The purpose of this study is to investigate the content of the Further Education and Training (FET) Phase Home Language (HL) Curriculum and Assessment Policy Statement (CAPS). The Tshivenḓa HL content was translated from English for teaching and learning purposes. The study adopted both the qualitative and quantitative approaches in order to attain holistic results. Data was collected through the use of questionnaires from educators and subject advisors. Document analysis was also used (by analysing CAPS documents). The findings of this study will benefit the South African society, especially the Tshivenḓa HL educators and learners. The educators believed that the Tshivenḓa newspapers articles are not well-taught because they are not available in Tshivenḓa and educators did not know how to prepare them. The study also revealed that there are no prefixes but suffixes for formulating antonyms in the Tshivenḓa HL, however both are found in the English HL. Furthermore, educators complained about the shortage of film study resources in literature which the department of education delivers late. The findings of the study suggest that Tshivenḓa newspapers should be reintroduced as they aid learning for learners, and enable educators to plan their lessons. Prefixes in the Tshivenḓa HL should be introduced so that learners are able to attach them in their words, similar to what do they do in the English HL. In addition, ample resources for HL literature such as textbooks, Television sets (TV), overhead projectors for film study, and other resources should be delivered timely.
NRF
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Mbatha, Mvikeleni Goodwill. "Teachers' experiences of implementing the curriculum and assessment policy in Grade 10 in selected schools at Ndwedwe in Durban." Diss., 2016. http://hdl.handle.net/10500/20076.
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The education ministry has introduced a number of important curriculum forms, including Curriculum 2005 (C2005) in 1998, the National Curriculum Statement (NCS) in 2002, and most recently, the Curriculum and Assessment Policy Statements (CAPS) in 2012 in Grade 10. The latter was aimed at replacing the NCS in order to improve the quality of teaching and learning. The need for replacement was necessitated by problems that teachers experienced concerning understanding and implementing various previous curriculum policies. The literature study and theoretical framework explored scholarly contributions that are relevant to CAPS implementation. The purpose of this study is to determine teachers‟ perceptions, and identify and clarify possible barriers relating to the implementation of CAPS in Grade 10 in selected schools at Ndwedwe in Durban. For sampling purposes, rural disadvantaged schools were selected to explore the knowledge and experiences teachers hold with regard to curriculum implementation. Exploratory qualitative research design was executed with a sample of purposively selected participants which constitute one Head of Department and two teachers from each of the five different schools. Data collection was facilitated by means of interviews. The findings revealed that teachers were at first eager to welcome and accept CAPS. Furthermore, this study indicated that some challenges emerged and impeded teachers from effectively implementing CAPS. The challenges experienced relate to resource shortages, teacher training, resistance to change, class size, lack of time, professional development, workload, administrative support, monitoring and language as a barrier ( on the part of the learners). The study argues that without proper infrastructure, schools can neither hope nor manage to successfully implement CAPS. Based on the findings from literature and interviews, teachers still need immediate assistance with CAPS related matters. Recommendations are made to teachers, head of departments, principals, subject advisors, DBE and parents to aid effective implementation of CAPS.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
21
Koti, Mandla. "Challenges experienced by Physical Sciences teachers with the implementation of the Curriculum and assessment policy statement in selected Eastern Cape schools." Diss., 2016. http://hdl.handle.net/10500/21801.
Full textAbstract:
Learners who take Physical Sciences in the Further Education and Training Phase in Eastern Cape schools have been performing poorly in the subject in the final examinations in Grade 12. This raised the concern of the researcher to determine issues that underlie this. In attempting to determine the cause of the poor results, a Physical Sciences subject advisor and six Physical Sciences teachers were interviewed to gather information on this problem. The following issues were considered: the Physical Sciences curriculum, the nature and structure of the Curriculum and Assessment Policy Statement (Physical Sciences), learner performance in Physical Sciences, a review of literature on science teaching, strategies of teaching and learning, the role of science teachers, classroom interaction between teachers and learners and the challenges experienced with science teaching. Data collected through the interviews were analysed leading to the identification of core issues and recommendations on how to address these.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
22
Lewis, Franklin Arthur. "Provision of music education in the Western Cape through focus schools for the arts." Diss., 2014. http://hdl.handle.net/2263/43145.
Full textAbstract:
The enrolment of music in especially the secondary school is declining in many
countries such as South Africa, the United Kingdom, Hong Kong, Brazil, China,
Finland, Israel, Korea, Mexico and the United States of America. This decline in the
number of learners doing the subject in secondary school, despite its popularity
outside of the school, is often ascribed to the socio-economic context and the level of
difficulty of the subject, but most of all due to a music curriculum that is in stark
contrast to what learners are doing in their daily lives.
Post-Apartheid education focused on the redress of education by working towards the
provision of quality education through the improvement of educational resources,
wider subject choices for previously disadvantaged learners and transforming the
national curriculum to suit the needs of young people to prepare them adequately and
appropriately for tertiary education and the world of work. The demands of poor
communities for greater access to subjects that were previously denied to them,
compelled the national education department to introduce subjects such as the arts and
technology in secondary schools located in low socio-economic areas where these
subjects have not been offered before.
The Western Cape Education Department, as lead agent for the province’s Human
Capital Development Strategy (HCDS), established ten dedicated focus schools for
the arts that would become centres of excellence to provide quality arts education to
secondary school learners from poor urban and rural areas. It was envisaged that these
arts institutions would be equipped with the appropriate infrastructure, technology,
teaching and learning support materials and qualified arts teachers to ensure that
music, dance, drama, design and visual arts would be accessible to a broader spectrum
of secondary school learners. The aim of the study focused on the provision of music education at these institutions
by investigating the essential aspects of the focus school phenomenon such as
infrastructure that was built to create a conducive environment for music education,
curricular and extra-curricular music programmes, learner enrolment and retention,
use of technology, teaching and learning support materials and teacher effectiveness.
The study has a qualitative research approach and is based on a case study design that
served to provide a rich and in-depth description of the phenomenon. The data was
collected by means of focus group and individual interviews as well as observations
of lessons, extra-mural activities and music performances. An interrogation of
government policies and school records also informed the research to provide
trustworthy findings. After each finding, some suggestions are made concerning the
alleviation of challenges which focus schools face regarding the delivery of Music in
the FET phase.
Finally, the study makes recommendations for future research related to the provision
of Music in the FET phase of South African schools.Dissertation (MMus)--University of Pretoria, 2014.
lk2014
Music
MMus
Unrestricted
23
Makeleni, Theorin Nomvuyiso. "The experiences of foundation phase teachers in implementing the curriculum." Diss., 2013. http://hdl.handle.net/10500/11823.
Full textAbstract:
The purpose of this study is to explore what knowledge and experiences teachers hold about curriculum implementation and how their knowledge and experiences influence teaching and learning practices. This study is qualitative in nature and adopted a case study research design to explore the Foundation Phase teachers’ experiences of curriculum implementation. Semi-structured interviews, observations, and document analyses were used for collecting data. The study utilised a constructivist theoretical framework on knowledge and experiences of curriculum implementation. Four Foundation Phase teachers from two different schools in the Eastern Cape Province were interviewed and observed. Document analysis was used to corroborate the data collected through observations and interviews. The findings indicated that teachers had different knowledge levels and understanding of curriculum content and components. Furthermore, this study revealed that teachers’ instructional planning was inadequate. It was indicated that teachers needed comprehensive training, relevant resources, monitoring and support, conducive teaching and learning environment, further orientation in teaching First Additional Language, multi-grade teaching skills, and parental cooperation in the education of children. The findings highlighted that, although teachers experienced challenges in curriculum implementation, there were some who showed willingness to implement curriculum changes and who acknowledged the benefits of NCS previous workshops. I recommend that in order to ensure that teachers implement curriculum changes according to the requirements; the Department of Education and curriculum designers must consider the context in which the curriculum has to be delivered. Amongst all other requirements for curriculum implementation, teachers have to be monitored and supported to enhance the quality of teaching and learning.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
24
Moodley, Grace. "Improving curriculum implementation and coverage : managers and educators ’ experiences of the Jika iMfundo Programme in selected schools in the King Cetshwayo district." Thesis, 2020. http://hdl.handle.net/10500/26831.
Full textAbstract:
South African learners’ poor performance in general, and in the national matriculation
examinations, has necessitated the introduction of various curriculum implementation
improvement programmes in the country. The Jika iMfundo Programme (JiP) is a campaign of
the Programme to Improve Learning Outcomes (PILO) that was piloted, on scale, in two districts
of KwaZulu-Natal (KZN), South Africa, in 2014, to improve the learning outcomes in the province
by supporting educators and school managers to improve curriculum coverage and
implementation. This study employs a constructivist worldview to explore the experiences of
educators and school managers in the King Cetshwayo District of KZN with the implementation
of the JiP. The study addresses the issues of the preparation of stakeholders for curriculum change,
the challenges experienced in implementing the programme and the adequacy of resources and
support that are required to implement the JiP.
A qualitative approach, and a multi-case study design involving nine educators, three department
heads and three principals, to investigate the key research questions within three primary schools
in the King Cetshwayo District were adopted. The educators were all teachers of mathematics
from grades 1-7 and were purposively selected as respondents. Data were elicited through semistructured,
one-on-one interviews, document analysis and observations. Since the data represented
the perspective of individuals, data analysis was descriptive and interpretive in nature and was
reported under pre-set and emergent themes.
The main finding from the study is that, although the majority of educators and managers have a
positive attitude towards the programme and are utilising the knowledge and skills attained
through the training, the resources and support provided to implement the programme, the
following factors inhibit efficacious implementation: lack of consultation, inadequate training,
lack of sufficient learner resources, inadequate support from schools and the district and the fast
pace and organisation of the mathematics curriculum.
School contextual factors also affect the implementation of revised curriculum. Other factors like
inadequate or non-reflection by educators on their curriculum coverage and insufficient
opportunities for conversation around curriculum coverage at schools were also identified by the
researcher as areas needing attention. Consultation with educators on future educational changes,
more frequent training sessions, the provision of adequate learner resources, reduction in class sizes, a review of the mathematics curriculum for the Foundation Phase are some of the
recommendations made in the study.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
25
Gelderbloem, Garth Preston. "The role of the Life Orientation curriculum in the development of social and emotional skills in learners to curb violence in schools." Diss., 2014. http://hdl.handle.net/10500/18485.
Full textAbstract:
Violence is common-place in South African schools and managing learner aggression is central to learners’ academic performance and holistic development. There is empirical evidence that suggests that the school curriculum is an essential vehicle for driving the process of creating social and emotional competent individuals, capable of social cohesion and tolerance.
This evaluation research aims to evaluate whether the CAPS Life Orientation curriculum is adequately addressing social and emotional competence in learners in order to reduce violence in schools. A comprehensive literature review was conducted which revealed that Social and Emotional Learning programs are highly effective in addressing issues of violence and social problems in schools along with producing a positive school climate with high learner academic achievements.
Data collected from the Life Orientation Curriculum documents, Grades R-12, and the elite electronic interview, revealed that the Life Orientation curriculum covers most of the essential elements necessary to make an impact on the development of learners’ social and emotional skills, but may lack the necessary knowledgeable teachers to facilitate such an important study area. Furthermore, not enough time and resources are allocated to Social and Emotional learning. Based on these results, recommendations are made through a ‘framework to advance social and emotional learning in schools model’ for the CAPS Life Orientation curriculum Grades R-12.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
26
Du, Plessis Lynette Erika. "The implementation of outcomes-based education in the Eastern Cape - a management perspective at micro level." Thesis, 2005. http://hdl.handle.net/10500/1529.
Full textAbstract:
The research focuses on the implementation of Outcomes-based Education (OBE) from a management perspective, in the Eastern Cape province of South Africa. This being a largely rural province, teachers are often un- or underqualified and in-service training for curriculum implementation is constrained by logistical problems such as vast distances, lack of physical facilities and resources and language barriers. In spite of extensive socio-political changes since 1994, these barriers remain. A thorough study of the literature provides an understanding of the foundations of OBE in the light of a need for relevant education in a democratic South Africa. The purpose, forms, characteristics and key elements of an outcomes-based approach are described, as well as the role of the teacher in curriculum implementation. OBE is a futuristic education approach embodying a radical shift from the traditional content-based approach followed in the previous education dispensation. The initial curriculum aimed at realising the new OBE approach, was known as Curriculum 2005 and is described according to its key elements. Thereafter, the debate surrounding Curriculum 2005 and the problems associated with its implementation are identified. The Revised National Curriculum Statement, produced after the review of Curriculum 2005, is outlined and the roles of the teacher, principal and district officials in terms of the new curricula are then dealt with. Attention is then given to the roles of district officials, principals and teachers in managing the curriculum since all three role players have crucial roles to play at district, school and classroom levels. This theoretical discussion provides the framework for the qualitative study in determining the perceptions of these role players in the implementation of OBE in the Eastern Cape. Data was collected by means of individual and focus group interviews with a small sample of district officials, principals and teachers, selected through a combination of judgement and convenience sampling. An examination of documents was also carried out. The findings suggest factors that encouraged or hampered the implementation of OBE at district, school and classroom levels. Finally, based on the findings of both the literature and empirical studies, recommendations were provided for the improvement of OBE implementation in the Eastern Cape.Education Management
D.Ed. (Education Management)
27
Amponsah, Samuel. "The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal." Thesis, 2014. http://hdl.handle.net/10500/18335.
Full textAbstract:
The paradigm shift in teaching from the teacher-centred approach to the learner-centred approach in recent years has impacted on the way teachers go about their duties in the classroom. This paradigm shift necessitated this research with the aim of investigating how the Student Teams Achievement Division (STAD) technique can be used as a cooperative learning technique to teach EFAL in Kwazulu-Natal.
The purpose of this study was to design a framework for the implementation of STAD as a cooperative teaching strategy for EFAL teachers by gleaning literature on teaching and learning, cooperative learning and STAD in chapters two to four of this study. Empirical research, by way of a survey and focus group discussions were also conducted in four out of the twelve districts in the Kwazulu-Natal Province to help solidify the framework designed in this study.
In striving to get in-depth insight into this study, the post-positivist-constructivist paradigm, which calls for the mixed methods research design was employed for the collection and analysis of data. Specifically, the Likert scale survey questionnaire and focus group discussions were used to collect data, through the sequential mixed methods design for the quantitative and qualitative phases of this study respectively, from a sample of 220 respondents and twelve participants. The findings of this research indicated that the time spent in training teachers towards the implementation of the STAD technique was not adequate. That notwithstanding, it was indicative that teachers make efforts to implement the strategy in their teaching and the results proved to be very positive as the technique continues to help improve upon learners’ performances and builds in them qualities such as critical thinking skills, good discussion skills and positive collaborative learning.
In the nutshell, the literature study, the findings of the empirical research and the recommendation of this study forms the basis for designing the framework for the implementation of STAD as a teaching strategy for EFAL teachers.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
28
Phasha, Tshegofatso Sylvia. "Experiences of educators of training in the curriculum assessment policy statement." Diss., 2016. http://hdl.handle.net/2263/52957.
Full textAbstract:
The purpose of this study was to explore the experiences of educators of training in the Curriculum Assessment Policy Statement. South Africa has undergone different curriculum changes in order to improve the standard of the education system. These changes have given educators moments of anxiety, fear and confusion.
The literature review revealed that, in any curriculum change, educators as implementers of curriculum should undergo CPD so that they can be informed about changes in the education system. By being informed, educators will also refresh and increase their subject knowledge.
The study employed a qualitative approach in which 12 educators were interviewed and were observed while presenting lessons in their classrooms. All 12 educators participated in semi-structured interviews. The study was conducted in Shiluvane circuit in the Mopani district in Limpopo province.
The findings of the study suggest that there should be proper planning when a new curriculum is introduced. The educators felt that the time allocated for CAPS training was too short, as they could not learn everything they were supposed to learn in the allocated period. The findings also show that the CAPS presenters had little knowledge of what CAPS entails, although different useful materials were brought to the CAPS training sessions and given to the educators.
There is a need for CPD of educators; and educators, like learners, need more time to adapt and adjust to changes. Sufficient monitoring and support should be provided for educators when a new curriculum is implemented.Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
29
Manqele, Clement Mandlenkosi. "An evaluation of learner-centred teaching as part of curriculum delivery in under-resourced schools." Thesis, 2017. http://hdl.handle.net/10500/23198.
Full textAbstract:
The educational changes introduced by the South African democratic dispensation after 1994 were meant to address the apartheid imbalances. The self-governing regime sought to bring and safeguard quality education for all, and to amend the previous education inequalities among all racial groups. Hence, the new curriculum that was introduced by the National Department of Basic Education was meant to be a drastic departure from the school curricula of the apartheid administration. One critical innovation sought was to replace a teacher-centred curriculum with a learner-centred curriculum.
The emphasis of this study, therefore, was to determine the level to which learner- centred teaching has been adopted by rural and underdeveloped schools. The selection of rural schools was informed by the obvious differences that still persist between the former Model C schools and those that were predominantly black and underdeveloped, particularly in terms of resources and the quality of teachers. Given the fact that the main feature of the Outcomes Based Education (OBE) that was introduced from 1996 is that it is resource-reliant, the main research question of the study was therefore: How do educators in rural and underdeveloped schools cope with a learner-centred teaching as part of the curriculum innovation?
In order to riposte to the study’s main question, the researcher used qualitative research methods to discern data from Physical Sciences teachers, learners and Physical Sciences Heads of Departments (Hods) from the selected schools. In addition, the researcher conducted classroom teaching observations, analysed relevant documents and interviewed some participants to determine their views and experiences on using a learner-centred approach.
The findings of the study revealed many challenges to rural schools in adopting and implementing a learner-centred approach. These include the lack of relevant resources, poor quality of teachers, insufficient and inappropriate teacher-support programmes for teachers as well as the rural environmental challenges. The overall conclusion of the study is that, after two decades since the introduction of a learner-centred approach in South Africa, rural schools have not yet managed to adopt and implement learner-centred pedagogy as an important part of the post-1994 educational innovations.
The researcher finds it ironic that apartheid education was demonized for promoting inequality around racial lines. Sadly, the post-apartheid innovations have yet to address equality among the racial groups and areas of resident. The inability of rural schools to adopt and implement learner-centred approach is depriving black and rural learners of quality learning. They are still subjected to a teacher-centred learning which does not assist them to acquire required skills which can help them to compete with those learners who are attending affluent urban schools.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
30
Shabalala, Nonkanyiso Pamella. "Perceptions of teachers and learners towards the integration of environmental education in the classroom." Diss., 2019. http://hdl.handle.net/10500/26577.
Full textAbstract:
Abstract in English, Zulu and AfrikaansEnvironmental Education (EE) has been integrated into the school curriculum for many years. According to this study, integration has to be followed by implementation, therefore the process of implementation is successful when integration has been successfully carried out. This study aimed to understand how teachers meet the curriculum needs of learners in order to implement effective teaching and learning of EE and for learners to gain adequate knowledge of EE. The methodology employed by this study was a qualitative research method and a multiple case study design. The theories employed to guide this study were social learning theory and social constructivism theory. This study employed a purposive sampling technique and three secondary schools were sampled for observations, three Natural Science (NS) teachers in grade 8 classes were sampled for interviews and 24 learners were sampled for focus groups in grade 8 NS classes. The findings of this study reveal that there is a lack of knowledge regarding caring for the environment, of which there is a contradiction between EE guidelines and policies provided by the Department of Education (DoE) and the teaching practices of teachers. Although education is perceived to be an essential tool in the conservation of nature through the development of information, aptitudes, qualities and critical thinking by the general population, it does not seem to have a large impact. In this study the aim was to understand how learners and teachers perceive the environment. This study implicates that there is an important role for other stakeholder’s involvement. Thus far, it was recommended by this study for EE curriculum to be revisited and emphasises the importance of thorough teacher training in regards to the integration. The purpose of this study was to explore how teachers and learners in three selected secondary schools in the UGU education district perceive the integration of EE in classrooms.
I- Environmental Education (EE) ihlanganiswe nekharikhulamu yesikole eminyakeni edlule. Ngokwalolu cwaningo, ukuhlanganiswa kumele kulandelwe ngokusetshenziswa, ngakho- ke, inqubo yokusebenzisa iyaphumelela lapho kuhlanganiswa kwenziwa ngempumelelo. Lolu cwaningo luhlose ukuqonda ukuthi othisha bahlangabezana kanjani nezidingo zekharikhulamu zabafundi ukuze babe nokufundisa nokufunda okusebenzayo kwe-EE nokuthi umfundi athole ulwazi olwanele lwe-EE. Indlela esetshenziswe yilolu cwaningo yayiyindlela yokucwaninga eyejwayelekile, ukwakhiwa kwamacala amaningi okufundwa Kanye nemibono esetshenziselwe ukuqondisa lolu cwaningo kwakuyithiyori yokufunda ukuqondisa lolu cwaningo kwakuyithiyori yokufunda ngokuhlalisana komqondo kanye nomqondo wokuqina kwezenhlalo. Lolu cwaningo lusebenzise inqubo yokuhlampula enenhloso kwathi izikole ezintathu zenziwa amasampula ukuze kubhekwe zona, othisha abathathu be- Natural Science (NS) emabangeni e- 8 bavunyelwa ukuxoxisana nomcwaningi kwathi abafundi abangama- 24 batholakaliselwa ukugxila emakilasini e-NS ebangeni le- 8. Ukutholwa kwalolu cwaningo kuveze ukuthi kunokuntuleka kolwazi mayelana nokunakekela imvelo okukhona kuyo ukungqubuzana phakathi kwemihlahlandlela ye-EE nezinqubomgomo ezinikezwe nguMnyango Wezemfundo (DoE) nemikhuba yokufundisa yabothisha. Yize imfundo ibonwa njengethuluzi elibalulekile kulondolozo lwendalo ngokuthuthukiswa kolwazi, amandla, izimfanelo nokucabanga okubucayi kweningi labantu kodwa akubonakali kunje, ngale ndlela sakwazi ukuqonda ukuthi abafundi nothisha bayayibona imvelo. Lolu cwaningo lugcizelela ukuthi kunendima ebalulekile yokuzibandakanya kwabanye ababambiqhaza. Kuze kube manje, kuyahlongozwa yilolu cwaningo ukuthi ikharikhulamu ye-EE iphinde iphindwe futhi ukugcizelela ukubaluleka kokuqeqeshwa okuphelele kothisha madondana nokuhlanganiswa. Inhloso yalolu cwaningo bekukuthola ukuthi othisha kanye nabafundi ezikoleni ezintathu ezikhethiwe esikhungweni sezemfundo sase Ugu babona kanjani ukuhlanganiswa kwe-EE emakilasini.
Omgewingsopvoeding (EE) is jare gelede by die skoolkurrikulum geintergeer. Volgens hierdie studie moet integrasie gevolg word deur implementering, daarom is de implementeringsproses suksesvol wanneer intagrasie suksesvol uitgevoer is. Hierdie studie het ten doel om te verstaan hoe onderwysers voldoen aan die kurrikulumbehoeftes van leeders voldoen om effektiewe onderrig en leer van EE te implementeer en om leeder voldoende kennis van EE te verwerf. Die metodologie wat by hierdie studie gebruik is, was ‘n kwalitatiewe navorsingsmetode, meervoudige gevallestudie- ontwerp en die teoriee wat gebruik is om hierdie studie te lei, was sosiale leerteorie en sosiale konstruktivisme teorie. Hierdie studie het ‘n doelgerigte steekproefnemingstegniek gebruik en drie sekondere skole is gemonster vir waarnemings, drie onderwysers in Natural Science (NS) in grad 8-klasse is geneem vir onderhoude en 24 leerders is gemonster vir fokusgroepe in grad 8-klasse. Die bevindinge van hierdie studie het aan die lig gebring dat daar ‘n gebrek aan kennis is met betrekking tot die versoging van die omgewing, en daar is ‘n teenstrydigheid tussen die EE- riglyne en –beleide wat deur die Departement van Onderwys (DvO) en die onderwyspraktyke van onderwysers aangebeid word. Alhoewel onderwys beskou word as ‘n noodsaaklike instrument in die bewaring van die natuur deur die ontwikkeling van inligting, aanleg, kwaliteite en kritiese denke deur die algemene bevolking, maar dit lyk nie meer so nie, kon ons op hierdie manier vestaan hoe leerders en onderwysers sien die omgewing waar. Hierdie studie impliseer dat die betrokeenheid van ander belanghebbendes ‘n belangrike rol speel. Tot dusver is deur hierdie studie aanbeveel dat die EE-kurrikulum herbesoek moet word en dit beklemtoon die belangrikheid van deeglike onderwyseropleiding met betrekking tot die integrasie. Die doel van hierdie studie was om te ondersoek hoe onderwysers en leerders in drie geselekteerde hoerskole in the UGU-onderwysdrik die integrasie van EE in die klaskamers waarneem.
Adult Basic Education (ABET)
M. Ed. (Environmental Education)
31
Msipha, Zenzile. "A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province." Diss., 2013. http://hdl.handle.net/10500/13757.
Full textAbstract:
Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning was regarded as a national curriculum adaptation that addressed many learning needs. The aim of the study was to investigate the responsiveness of the Foundations for Learning in meeting the mathematics educational needs of Foundation Phase learners with a mild intellectual disability who lived in a disadvantaged village in Mpumalanga Province. A survey involving 39 teachers was conducted in the village and data was collected using a questionnaire. The main findings were that the national curriculum adaptation was significantly responsive and promoted mathematics achievement of some of the learners with a mild intellectual disability. The recommendations included that teacher informal identification of learners with a mild intellectual disability needed to be followed by formal assessment by psychologists and support from the District Based Support Team.Inclusive Education
M. Ed. (Inclusive Education)
32
Malia, Mary. "Exploring FET District Subject Advisor's understanding of the tension between formative assessment and summative assessment during the shift from the National Curriculum Statement to Curriculum and Assessment Policy Statement." Thesis, 2014. http://hdl.handle.net/10539/15823.
Full textAbstract:
The purpose of this research was to explore the District Subject Advisor’s (DSAs’) understanding of formative and summative assessment. DSAs understanding will play a significant role in assisting teachers to implement assessment in schools. The understanding of the existing disconnection between formative assessment (FA) and summative assessment (SA) will address the discrepancies between school based assessment (SBA) and the final examination mark. Much as DSAs understand different forms of assessment and their purposes, it was evident that there was shortage, or lack, of teacher development. It was observed that what DSAs know and understand in theory does not translate into practice in schools. The findings of the study suggest that the problem might be systemic. The role of DSAs is more one of monitoring policy compliance, than one of development and support.
33
Nwosu, Chidiebere Marcellinus. "An exploratory analysis of pedagogical practices in science classrooms : a case study." Thesis, 2019. http://hdl.handle.net/10500/27229.
Full textAbstract:
This study sought to explore the pedagogical practices of teachers in science
classrooms. In this study, pedagogical practices are taken as interactions between
teachers, learners and learning tasks which aim to promote and facilitate learning of their
learners
The study adopted an exploratory sequential mixed-methods design to collect both
quantitative and qualitative data from the senior phase (i.e. grades 7-9) Science
teachers. The teachers were purposively selected; two from rural schools and two from
urban schools in the Limpopo Province of South Africa. Data on teachers’ pedagogical
practices were collected using survey questionnaire, focus group interview and lesson
observation.
The main research question for the study is “what are teachers’ pedagogical practices
when teaching science?” This overriding research question was addressed by exploring
the specific research questions: 1) how do science teachers teach their lessons? And 2)
what informs teachers’ pedagogical practice when teaching science?
The null hypothesis for this study was “there is no significant difference between teachers’ qualification and their pedagogical practice when teaching science” while the
alternative hypothesis was “there is significant difference between teachers’ qualification
and their pedagogical practice when teaching science”.
The quantitative data collected by means of structured questionnaires was analysed
using a computer package (i.e. SPSS version 22) while the qualitative data collected by
means of focus group interviews and lesson observation was analysed using content
and thematic analysis.
The findings from the study revealed that teachers in the study incorporate in varying
degrees learner – centred; and teacher- centred pedagogies in their science lessons.
Whilst majority of the teachers in the study expressed a behaviouristic view of learning,
which indicates a predisposition to teacher – centred pedagogy in the classroom;
however, other pedagogical practices indicated by the teachers and observed in the
science lessons are consistent with constructivist or learner – centred pedagogy which suggests strategies that may be used to provide a meaningful learning experience in
science.
The study further found that there is a significant association between the educational
qualification and their pedagogical practice when teaching science in the visited
schools; therefore the alternative hypothesis is accepted and the null hypothesis is
rejected.
Based on the findings of the study, the following recommendations are made:
i. In service training on subject content knowledge for natural science teachers,
especially those without science qualifications so that they can grapple with the
subject content knowledge.
ii. Science workshops to be organized from time to time to train teachers on effective
teaching practices in the classroom.
iii. Outsourcing or involving more than one teacher in the teaching of natural science in
schools.
iv. Equipping of schools with science laboratories so that teachers can carry out
science experiments with learners.
v. The schools must ensure that only teachers with science qualifications are assigned
to teach natural sciences in the senior phase.Curriculum and Instructional Studies
Ph. D. (Education (Curriculum Studies))
34
Ramabulana, Nthatheni Simon. "Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit." Diss., 2017. http://hdl.handle.net/10500/23681.
Full textAbstract:
The purpose of the research in this mini-dissertation was to explore the perceptions of teachers regarding the implementation of the Curriculum and Assessment Policy Statement (CAPS) in one of the schools in Nzhelele West Circuit. The particular area was chosen because there are a number of rural, disadvantaged schools. The study further identified and clarified the possible obstacles to the implementation of CAPS. This study was exploratory and qualitative in nature, and adopted a case study research design to investigate teachers’ perceptions of the implementation of CAPS in the chosen area.
The research was performed with a sample of purposively selected participants, namely the principal, one Head of Department, and four teachers. Semi-structured interviews, observation and document analyses were the methods of data collection. Document analysis was used to corroborate the data collected through observation and interviews.
The findings indicated that teachers were not ready to accept and implement the new curriculum. Although the findings highlighted the differences in their knowledge regarding the introduction of CAPS, they shared the same sentiments regarding the interpretation and understanding of CAPS content and components. Furthermore, this study revealed that some encounters impeded teachers from successfully implementing the CAPS. It was clear that teachers required comprehensive orientation and further training on the subject, as well as relevant teaching and learning support material, support and frequent monitoring, proper infrastructure, and a conducive teaching and learning environment. The findings highlighted that without the mentioned challenges, it was not possible to successfully implement CAPS.
Based on the findings from interviews, observations and document analysis, the study made the following recommendations: in order to ensure effective CAPS implementation, the Department of Education and curriculum designers have to consult widely and involve teachers and parents during the planning phase. In addition, teacher development has to be a priority in the process of introducing every new curriculum, and teachers need to be monitored and supported in order to enhance the quality of teaching and learning.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
35
Tshabalala, Lucky Hendrick. "The role of instructional leadership in ensuring quality assessment practices in primary schools in the Free State Province." Thesis, 2015. http://hdl.handle.net/10500/19676.
Full textAbstract:
The role of the principal can no longer be viewed as merely being a manager and administrator but rather as learning-expert and lifelong learner. Principals are expected to establish appropriate preconditions for effective teaching, learning and assessment, and flow through with interactions aimed at improving teaching and leaning.
The problem statement for this study was based on the researcher’s opinion that the lack of knowledge of effective assessment practices by principals as instructional leaders seemed to have a negative influence on teacher’s perceptions of the implementation of quality assessment practices in their respective classrooms. The reason for this challenge is because principals are not involved in the classroom assessment practices, to revise, support and manage the quality of assessment by indentifying teacher’s assessment to them.
The purpose of this study was to design a proposed instructional leadership model/ framework to ensure effective and quality assessment practices at school level. This ILQA framework/model was designed from the literature review, findings and personal experience as a principal. The aim of this ILQA framework/model was to support principals understand their roles in the teaching and learning environment in ensuring quality assessment practices at school level.
This study investigates how principals execute their roles as instructional leaders in ensuring effective and the implementation of quality assessment practices using structured questionnaire from a sample of 250 respondents and semi structured interviews with five primary school principals in the Free State Department of Basic Education. It was found that to ensure quality assessment practices, principals should understand their role in assessment for learning, assessment of learning and assessment as learning and integrate them into classroom instruction as an important component of quality teaching and learning. In summary the researcher further hopes that when the findings and the recommendations of this study are implemented, it will add value to the school principals’ instructional leadership roles in ensuring quality assessment practices at school level.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
36
Takalo, Ramatladi Harold. "Compliance of grade 10 English first additional language school based assessment tasks with the curriculum and assessment policy statement in Nokotlou Circuit, Capricorn District, Limpopo Province." Thesis, 2018. http://hdl.handle.net/10386/2368.
Full textAbstract:
Thesis (M. Ed. (Language Education)) --University of Limpopo, 2018Assessment is a crucial component in the learning and teaching environment. Many educators often go about assessment design by emulating their own teachers or predecessors. Gronlund (1993:1) argues that “despite the widespread use of achievement testing and the important role it plays in instructional programmes, many teachers receive little or no instruction on how to construct good achievement test.” Gronlund (1993) posits that the result is that there is no innovation towards good tests construction because many educators do not study the principles that guide effective test construction. Carey (1994:1) says that “effective teachers must also be proficient in testing, and proficiency in testing requires the synthesis of many different skills.” In Limpopo Province, especially in the under-resourced regions, the actual on-site practices by educators suggest that there are problems with the implementation of school based assessment tasks as prescribed by the National Curriculum Statement (NCS) through the Curriculum and Assessment Policy Statement (CAPS). This problem is further echoed in the sentiments of some academics that are skeptical about the authenticity of marks generated by educators and schools. This loss of confidence in the assessment practices impacts negatively on the worth of the education of the learners and their readiness to take their place in the academic and vocational spheres. The purpose of this study is to find the degree of success and failure in the implementation and management of school based assessment (SBA) in English Additional First Language in Grade 10 classes. Grade 10 is a crucial level of entry into the Further Education and Training (FET) Phase in schools because it lays the foundation for focused, rigorous and careeroriented high school learning in South Africa.
37
Molepo, Verrah Mmotong. "Implementation of the curriculum and assessment policy statements in selected primary schools in Limpopo Province." Diss., 2014. http://hdl.handle.net/10500/18936.
Full textAbstract:
The purpose of the study was to explore the implementation of the curriculum and assessment policy statements in the selected primary schools in Limpopo Province. An empirical investigation following qualitative approach was carried out to investigate the views of teachers from two primary schools in Capricorn District. Two curriculum advisors were interviewed as well as five teachers to find out their views and experiences on the CAPS training and implementation issues and challenges. The study confirms that teachers are not well prepared to meet the challenges of the CAPS. The time set aside for training is limited, the resources needed to support teachers and the implementation are inadequate and some of the trainers are not well prepared. The study recommends that the Department of Basic Education continues engaging with trainers, school management teams, teachers and learners and determine specific strategies, based on the school contexts, to improve the provision of training, resources and support to enable effective and efficient curriculum implementation.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
38
Stuurman, Celestine Joanie. "Experiences of grade 9 educators regarding the implementation of the curriculum and assessment policy statement : a case study in the Sarah Baartman District." Diss., 2020. http://hdl.handle.net/10500/27711.
Full textAbstract:
This study investigated the experiences of 10 Grade 9 Post Level 1 (PL1) educators regarding the implementation of the Curriculum and Assessment Policy Statement (CAPS) in a specific school in the Sarah Baartman District since it was introduced in 2014 for Grade 7-9 and Grade 12.
South African schools have gone through several curriculum transformations over the past 23 years. The Curriculum 2005 (C2005) was introduced in 1997 and educators had to implement the C2005 in their classrooms without the required training. Educators experienced several challenges during the implementation processes of the C2005, which included the complexity of the terminology, and complicated design features. Moreover, they were overburdened with administrative duties. The Department of Education (DoE) reviewed and streamlined the C2005, and in May 2002, the Revised National Curriculum Statement (RNCS) was presented to schools. Unfortunately, the effectiveness of the implementation of the RNCS was plagued by many problems experienced by educators. Main factors that impeded the implementation of the RNCS were educator training and development, educator consultation and participation, additional educator workload and lack of resources. These issues urged the Department of Basic Education (DBE) to review the RNCS, after which the CAPS was introduced to improve teaching and learning.
This research utilises the Concerns Based Adoption Model (CBAM) in its theoretical analytical framework. I used the interpretivist paradigm and applied a qualitative approach. A case study research design was also employed. The participants for this study were 10 Grade 9 PL1 educators teaching in the Senior Phase (SP) at the same school in the Sarah Baartman District. The data collection instruments used to collect data were semi-structured interviews and document analysis. The data collection processes were hindered by the global COVID-19 pandemic that we were facing at the time of writing. Due to challenges in the form of COVID-19 surges faced by schools, the initial classrooms observations could not take place. The data gathered and generated were analysed through three different content analysis procedures, namely the six-step guide, the qualitative analysis procedures, and word cloud analysis to ensure the trustworthiness of the collected data.
This study concludes and draws attention to the experiences of educators and challenges faced regarding the implementation of the CAPS in Grade 9. This study envisions that Care and Support for Teaching and Learning (CSTL), Integrated Quality Management System (IQMS) and South African Schools Administration and Management System (SASAMS) are some of the existing programmes that can be incorporated to assist the Schools Management Teams (SMTs) and educators with the implementation processes of the CAPS. Based on the findings of this study recommendations are made for the improvement of the implementation processes of the CAPS. Consequently, this study recommends that the DBE, educators and SMTs from neighbouring schools and Subject Advisors (SAs) should work closely together to assist with the implementation of the CAPS. Schools should integrate the implementation of the CAPS in their annual planning. Existing supporting structures (CSTL, IQMS and SASAMS) should be utilised optimally by schools to assist with the implementation of the CAPS, especially in the SP.Curriculum and Instructional Studies
39
Zulu, Muzonjani Zacharia. "Educators' conceptualisation of implementation of Curriculum and assessment policy statement at grade nine in Kwazulu-Natal, South Africa." Thesis, 2018. http://hdl.handle.net/10500/23780.
Full textAbstract:
This study sought to investigate how teachers in Grade 9 conceptualize and implement the Natural Science Curriculum and Assessment Policy Statement (CAPS) in KwaZulu Natal. In South Africa, there have been major curriculum changes since the dawn of democracy in 1994. These changes have been criticized by various stakeholders in the education sector, including unions, parents and teachers. Since 1994, the curriculum has been revised constantly to address the concerns raised by the society. This study therefore sought to develop an understanding of what influences educators in their endeavors to implement Natural Science CAPS in Grade 9 classrooms. The study further aimed at understanding, from the educators’ perspectives, how policy implementation challenges their traditional ways of teaching and learning.
This study adopted a qualitative research design. Focus groups interviews, observations and documentary analysis were used as method of data collection to answer the research questions. Purposive sampling was used to select 9 teachers from six different schools in three districts in the Province of KwaZulu Natal (KZN), namely Zululand, uThungulu and uMzinyathi to participate in the study.
The findings reveal that the participants are knowledgeable about the CAPS principles and they all use prescribed principles in their planning, albeit in different ways.The study reveals that workshops and in-service training organized by the Department of Basic Education were useful in preparing teachers to implement CAPS even though the period of training was insufficient.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
40
Phaiphai, Thanyani. "Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit." Diss., 2017. http://hdl.handle.net/10500/24233.
Full textAbstract:
This research investigated issues teachers face Curriculum and Assessment Policy Statement (CAPS) implementation at Foundation Phase primary schools in Nzhelele East Circuit. Curriculum implementation promotes thinking and learning of new things in the teachers’ day to day working environment. Foundation Phase teachers are pillars contributing to the children’s success in future. If children become passive, this passiveness will be reflected in the following stages, namely developmental and progressive stages, through the school system. Republic of South Africa transcended many stage of changes in all different sectors of society since the inception of the new democratic government in April 1994.
The curriculum change was done in order to address the concerns, cited by teachers in different schools. Those four concerns were: “complaints about the implementation of the National Curriculum Statement (NCS), teachers who were overburdened with administration, different interpretations of the curriculum requirements, and poor performance of learners”.
In this mini dissertation, the researcher found that implementation the CAPS by teachers is a risk-taking exercise, because teachers were not trained well. The curriculum advisors responsible for training them were not having depth of knowledge of Foundation Phase. The curriculum advisors are there as a result of secondment. The teachers were devoid of capacity of knowledge, values and skills towards the implementation of the CAPS. Some teachers were not having time to improve their qualifications as they were still having Junior Primary Teachers Diploma (JPTD).
In presenting this argument, the theoretical framework, constructivism learning theory, was particularly suitable within the area of education in curriculum implementation. Constructivism learning theory refers “to the idea that learners construct knowledge for themselves; each learner individually (and socially) constructs meaning as he or she learns”. The objectives of the study were:- to explore the way in which Foundation Phase teachers experience the execution of their tasks in the implementation of the CAPS; to establish how the resources are used through in the implementation of the CAPS; to determine the type of assistance by School Management Teams (SMTs) in the implementation of the CAPS; and to investigate how Foundation Phase teachers’ understanding and assessment of the CAPS influence their teaching practices of curriculum implementation.
This study used a qualitative approach, and the methods used included a focus group interview with foundation phase teachers, individual interviews with heads of departments (HoDs) and school principals (SP), observation, document analysis of the CAPS in Nzhelele East Circuit.
This study revealed the teachers’ frustrations and unease regarding curriculum change, assessment, previous policies, and workload, knowledge on the CAPS documents, and training and resources. This research should encourage the Limpopo Education Department to take heed of the responses of the teachers at the sampled schools, as this can easily be rectified through the intervention of the Department by funding the training of teachers in implementing the CAPS. The recommendations should be considered well in the correct implementation of the CAPS. It is also recommended that education specialists from the provincial government be appointed to visit schools in order to assist and evaluate the implementation of curriculum. It is also recommended that the DBE must make a re-training to all Foundation Phase teachers for a week during school vacation. The challenges that are facing the CAPS can be minimal if the recommendations could be adhered to.Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)
41
Kabutu-Njekwa, Catherine. "Grade 9 teachers’ and learners' perceptions of the causes of poor mathematics performance and possible interventions in Durban's Ethusini Circuit." Diss., 2019. http://hdl.handle.net/10500/25956.
Full textAbstract:
This study investigated teachers' and learners' perceptions of the causes of poor performance in Mathematics among Grade 9 learners in Durban's Ethusini Circuit of KwaZulu-Natal Province. By using a phenomenographic research design, a sample of 15 Grade 9 learners who take Mathematics, one Grade 9 Mathematics teacher and one Mathematics head of department was selected purposively from three high schools in the Ethusini Circuit. The three schools are one former model C school, one ordinary government school and one private school. Focus group and semi-structured interviews were used to collect data from the participants. The data were analysed by transcribing the focus group and semi-structured interviews; thereafter, the transcriptions were coded into themes and categories. The results of this study indicate that teachers and learners perceive that poor performance in Mathematics in Grade 9 is due to CAPS curriculum challenges, such as overloaded and advanced content, and insufficient time to complete the curriculum. Parental support, English (first additional language) as a language of learning and teaching, methods of teaching (such as the talk and chalk method), and learners' negative attitude towards Mathematics were also cited. From these findings, recommendations for revisiting the CAPS curriculum and other areas of need, as well as topics for future research were suggested.Dinyakišišo tše di nyakišišitše ka ga maikutlo a barutiši le a baithuti ka ga dilo tšeo di bakago go se šome gabotse ka thutong ya Dipalo gareng ga baithuti ba Kreiti ya 9 ka Sedikothutong sa Ethusini ka Durban ka Phrobentsheng ya KwaZulu-Natal. Ka go šomiša mokgwa wa dinyakišišo wa fenomenokrafiki, sampole ya baithuti ba 15 ba Kreiti ya 9 bao ba ithutelago Dipalo, morutiši o tee wa Dipalo ka go Kreiti ya 9 le morutiši o tee yo e lego hlogo ya lefapha la Dipalo o kgethilwe ka maikemišetšo go tšwa dikolong tše di phagamego tše tharo ka Sedikothutong sa Ethusini. Dikolo tše tharo tše ke sekolo se tee seo se bego se le sa motlolo wa C, se tee sa tlwaelo sa mmušo le se tee ke sekolo sa phraebete. Sehlopha seo se nepišitšwego le dipoledišano tša dipotšišo tšeo di beakantšwego peleng di šomišitšwe go kgoboketša tshedimošo go tšwa go bakgathatema. Tshedimošo e sekasekilwe ka go ngwalolla dipoledišano tša dipotšišo tša sehlopha seo se nepišitšwego le tšeo di beakantšwego peleng; ka morago ga fao, dingwalollo tše di filwe dikhoutu go ya ka merero le magoro a tšona. Dipoelo tša dinyakišišo tše di laetša barutiši le baithuti ba bona gore go se šome gabotse ga baithuti ka thutong ya Dipalo ka go Kreiti ya 9 ke ka lebaka la ditlhohlo tša lenaneothuto la Setatamente sa Melawana ya Tekolo ya Lenaneothuto (CAPS), go swana le diteng tša thuto tšeo di tletšego kudu le tšeo di gatetšego pele kudu, le nako ye e sego ya lekana ya go fetša lenaneothuto. Thekgo ya batswadi, Seisemane (polelo ya gae ya tlaleletšo) bjalo ka polelo ya go ithuta le ya go ruta, mekgwa ya go ruta (ya go swana le mokgwa wa go bolela le go ngwala ka tšhooko letlapeng), le maikutlo ao a sego a loka a baithuti go Dipalo le tšona di filwe bjalo ka dilo tšeo di bakago se. Go dikutollo tše, ditšhišinyo tša go etela leswa lenaneothuto la CAPS le makala a mangwe ao o hlokago šedi, gammogo le dihlogotaba tša dinyakišišo tša ka moso le tšona di ile tša šišinywa.
Lolu cwaningo luphenye imibono yothisha kanye neyabafundi yezimbangela zokungasebenzi kahle esifundweni seziBalo kubafundi beBanga le-9 kuSekhethi yase-Ethusini eThekweni esifundazweni saKwaZulu-Natali. Ngokusebenzisa isakhiwo sokucwaninga esisezingeni eliphezulu, isampula yabafundi abayi -15 beBanga le-9 abathatha iziBalo, uthisha oyedwa weBanga le-9 kanye nomphathi oyodwa womnyango weziBalo bakhethwa ngenhloso ezikoleni ezintathu eziphezulu kuSekhethi yase-Ethusini. Lezi zikole ezintathu esisodwa semodeli C, esisodwa sikahulumeni ojwayelekile kanye nesisodwa isikole esizimele. Iqembu lokugxila kanye nezingxoxo ezihlelwe kahle zisetshenzisiwe ukuqoqa imininingwane evela kubahlanganyeli. Imininingwane yahlaziywa ngokubhalwa kweqembu okugxilwe kulo kanye nezingxoxo ezihlelwe kahle; emva kwalokho, imibhalo ivezwe ngendlela engaqondile ezindikimbeni nasezigabeni. Imiphumela yalolu cwaningo ikhombisa ukuthi othisha kanye nabafundi babona ukuthi ukungasebenzi kahle esifundweni seziBalo kuBanga lesi-9 kungenxa yezinselela yezifundo ezibandakanya isifundo esifundwayo seCAPS, njengokuqukethwe okugcwele kakhulu nokuthuthukile, kanye nesikhathi esinganele sokuphothula izifundo ezibandakanya isifundo esifundwayo. Ukusekelwa kwabazali, isiNgisi (ulimi lokuqala olwengeziwe) njengolimi lokufunda nokufundisa, izindlela zokufundisa (njengeyokufundisa lapho uthisha ebhala ebhodini), kanye nesimo sengqondo esingesihle sabafundi maqondana neziBalo nakho kuveziwe. Ukusuka kulokhu okutholakele, kuphakanyiswe ukuphinda kuphinde kufundwe izifundo ezibandakanya isifundo esifundwayo seCAPS kanye nezinye izindawo ezidingeka, kanye nezihloko zocwaningo lwakusasa ziphakanyisiwe.
Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)
42
Moodley, Grace. "Implementation of the curriculum and assessment policy statements : challenges and implications for teaching and learning." Diss., 2013. http://hdl.handle.net/10500/13374.
Full textAbstract:
South African educators have experienced problems understanding and implementing various previous curriculum policies such as Curriculum 2005 and the Revised National Curriculum Statement. These problems have made it necessary for the Department of Basic Education (DBE) to introduce the national Curriculum and Assessment Policy Statements (CAPS) in 2012. CAPS was intended to improve teaching and learning, but as with the implementation of any new curriculum it implies the following: The need for educator training; Need for new resources; Change in policy;
An increased workload.
This qualitative study which was conducted at a primary school in the Imfolozi Circuit aimed to determine how CAPS is implemented and its implications on teaching and learning. Data collected from focus group interviews and document analysis revealed that while educators welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames however they experienced challenges related to the quality and the amount of training, inadequate resources, increased workload and the impact of rapid pace of the curriculum on teaching and learning. Based on these results recommendations are made for the improvement of the implementation of CAPS.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
43
Phaiphai, Thanyani. "An analysis of teachers' experiences in Curriculum and Assessment Policy Statement implementation in intermediate and senior phase primary schools : Vhembe district." Thesis, 2020. http://hdl.handle.net/10500/27540.
Full textAbstract:
This thesis explored teachers’ experiences in curriculum implementation in primary schools in the Vhembe district. Curriculum implementation prompts thinking and learning of new things in the teachers’ day-to-day workplace. Primary school teachers are pillars of strength in contributing to the children’s future success. The thesis presents a contribution to the knowledge of curriculum implementation at the school level through a case study and a qualitative research approach as it aimed to comprehend and describe teachers’ practices and experiences on the implementation of the curriculum, which is a social phenomenon that includes ideas, thoughts, and actions. The thesis takes an appropriate starting point in arguing that curriculum implementation prompts thinking and learning of new things in the teachers’ day-to-day workplace. The context of the argument is primary school teachers’ lived experiences in South Africa in the face of curriculum change. The researcher critically argues that South Africa is amongst many countries that experienced curriculum challenges and resorted to change and one of the changes was in the form of the Curriculum and Assessment Policy Statement (CAPS) which signalled a shift in teaching approaches. In this new way of teaching, teachers seem lost and therefore apply traditional teaching methods. Teachers are expected to apply curriculum changes and develop new skills through qualification improvement, but it is questionable whether the challenges that the teachers themselves recognise as important are taken into cognisance.
The researcher elaborated eight recommendations in relation to the Curriculum and Assessment Policy Statement. Some of the recommendations are summarily as that education curriculum advisors from the Limpopo Department of Education be appointed to visit all schools to aid and assess the implementation. It is also recommended that the Department of Basic Education must retrain all primary school teachers for a week during school vacation. These recommendations are of paramount importance and the Limpopo Department of Education should consider them as a priority. As the government can intervene by funding the implementation of the CAPS in the training and reskilling of teachers.Curriculum and Instructional Studies
Ph. D. (Curriculum and Instructional Studies)
44
Mnguni, Joseph Nkosana Chitja. "Challenges in teaching natural sciences in the context of National curriculum statement context." Diss., 2013. http://hdl.handle.net/10500/13243.
Full textAbstract:
The study focuses on challenges in the development of learner-centred and process-oriented teaching and learning in the learning areas, natural science (NS) and mathematics in South African schools. The aim of NS is to develop scientifically literate learners. The three Learning Outcomes (LOs) and the accompanying Assessment Standards (ASs) should enable learners to understand the science products or system of ideas such as underlying theories and principles. The LOs point out the learner’s abilities to use the sciences products or system of ideas. Educators encounter challenges in the application of the LOs and ASs in teaching and learning activities. Against this background, a mixed method study was conducted in selected schools in the Tshwane South District in Gauteng. Data were gathered by document analysis, focus groups and a questionnaire to gauge how the educators are applying the LOs and ASs. Findings indicated that lessons plans were inadequate and educators were not familiar with curriculum documents.Science and Technology Education
M. Ed. (Natural Sciences Education)
45
Manyage, Tshidaho. "Educator's role in the implementation of first additional language in foundation phase as required by curriculum assessment policy statement: a case study of Dzondo." Diss., 2015. http://hdl.handle.net/11602/242.
Full text
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Morake, Machomi Nnior. "The implementation of professional development in the foundation phase in the North West Province with reference to Curriculum and assessment policy statement." Thesis, 2014. http://hdl.handle.net/10500/13756.
Full textAbstract:
The purpose of this study was to investigate the impact of the training given to Foundation Phase (FP) teachers in the implementation of Curriculum and Assessment Policy Statement (CAPS), with the intention to develop an alternative professional development (PD) approach for this Phase.
Literature indicates that the academic success of learners can be significantly affected by Foundation Phase teachers’ access and participation in quality PD activities. It also indicates that PD is much more than training. It includes on-going workshops, follow-up, study, reflections, observations and assessment which accommodates FP teachers as learners, recognises the long-term nature of learning, and utilises methods that are likely to lead teachers to improve their practice as professionals.
In this study, mixed methods research approach was employed to collect empirical data. It includes questionnaires responded to by 84 FP teachers, three sets of interview questions, that is, one for 9 primary school principals, one for 3 subject advisors, and the last one for the Focus group made up of 10 FP teachers who were not included in questionnaires. Observation at training centre was also conducted.
The study revealed that the responses from the five sets of data collection instruments seemed to agree on the following:
- FP teachers were not involved in the design of their PD activities;
- An appropriate time for FP teachers to engage in PD activities is during school holidays;
- The length of the training was too short;
- Training was not based on the teachers identified needs; and
- It was not designed by teachers in cooperation with experts in the field.
This study therefore recommends the use of mixed-models approach because the Cascade model that was used, is not addressing the needs of all FP teachers.Educational Leadership and Management
D. Ed. (Education Management)
47
Makgato, Mathukhwane Johannah. "The implementation of Curriculum and Assessment Policy Statement at the Foundation Phase: A case of Koloti Circuit the Capricorn District of Limpopo Province." Diss., 2018. http://hdl.handle.net/11602/1225.
Full textAbstract:
MEd (Curriculum Studies)Department of Curriculum Studies
The study investigated the implementation of Curriculum and Assessment Policy Statement (CAPS) at the Foundation Phase. The implementation of CAPS was problematic in South African schools. If challenges experienced by teachers, such as inadequate resources, insufficient support, financial constraints and lack of proper training are not addressed, they would have far-reaching consequences for the type of skilled learners the system seeks to produce. The study was informed by an antipositivist worldview. The study adopted a qualitative case study research design. The population was the Foundation Phase teachers and School Management teams in Koloti Circuit. Purposive sampling was used to select participants. The sample consisted of 24 Foundation Phase teachers, 8 Heads of Departments and 8 School Principals. Qualitative data was generated through individual and focus group interviews and was analysed thematically. The study revealed that teachers understood CAPS. The curriculum was implemented fully in the schools. The study also established that even though teachers were committed to implementing the curriculum, there were challenges in the system like; inadequate teacher training, multi-grade teaching, monitoring and support for teachers, skilled school management teams and provisioning of human and material resources. The study recommends quality continuous teacher development, merging of small schools to eliminate multi-grade teaching, commitment to learner teacher ratio of 1:35 and providing schools with sufficient and relevant human, physical and material resources to enhance the implementation of the curriculum.
NRF
48
Chamane, Thabile Carol. "'Framing and classifying' the implementation of the grade 10 curriculum and assessment policy statement : a case study of selected schools in KwaZulu-Natal." Thesis, 2015. http://hdl.handle.net/10500/19583.
Full textAbstract:
The South African education system has been evolving since the country became democratic in 1994 and a number of curriculum reforms have been introduced within a short space of time. These reforms revolve around power and control and therefore, Bernstein’s concepts of classification and framing form the conceptual framework for this study.
This study attempts to give a picture of what is currently happening in schools pertaining to the implementation of the grade 10 Life Sciences (LS), Business Studies (BS), and Engineering Graphics and Design (EGD) Curriculum and Assessment Policy Statement (CAPS). The dual aim of this study was to find out educators’ understanding and interpretation of the CAPS that can be observed in their teaching practice and to establish how decisions on subject content (selection, sequencing and pacing) are made. Also of importance was to determine whether educators view and treat their subject as unique or as similar to other subjects.
The study used a qualitative approach, using case study design. Observations were used as the main method for data construction. Four LS, BS and EGD educators from four different schools were observed teaching the same class for five consecutive lessons. Thereafter, these educators were interviewed. For triangulation purposes, learners and the subject advisor were participants in this thesis. For this purpose a group of ten randomly selected learners from observed classes per subject and school were requested to complete a questionnaire and the LS, BS and EGD subject advisors were interviewed.
The subject advisors insisted that educators follow the CAPS so that learners would be able to write common assessment tasks at the end of each term. Although educators claimed that they were following the CAPS regarding content selection, sequencing and pacing, observations showed that educators were not following the CAPS document. The findings suggest that well coordinated interventions are required to support and monitor educators’ practice.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
49
Black, David Alexander. "Indoctrination to indifference? : perceptions of South African secondary school history education, with special reference to Mpumalanga, 1960–2012." Thesis, 2014. http://hdl.handle.net/10500/14487.
Full textAbstract:
It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s social and political programme of separate development by some sections of the South African community or as an insidious form of indoctrination by other sections of the community. One of the contentions of this thesis is that this form of apology or indoctrination was less successful than is generally believed. The white English and Afrikaans-speaking sections of the community, although practising very different cultures shared many perceptions, including the perception that secondary school History education was less important than was the study of other subjects. The result was that at least since the 1960s, History was a subject in decline at most South African white secondary schools. History education enjoyed a mixed reception on the part of black secondary school educators during the apartheid era although the majority of black secondary school educators and learners, particularly after the 1976 Soweto Uprising, rejected the subject as a gross misrepresentation of historical record. The demise of History as a secondary school subject during the post-apartheid era is well documented. The case is made that this is due to factors such as poor teaching and the tendency by school administrations to marginalise the subject. My own 2008 and 2012 research indicates that while many South African adults display a negative attitude toward secondary school History education, secondary school learners have a far more positive outlook. The finding of this thesis is that the future for History education in South Africa is not as bleak as many imagine it appears to be.History
D. Litt. et Phil. (History)
50
Moosa, Zuliakha. "A curriculum perspective for special needs learners : a case study focusing on empowering special needs learners." Diss., 2014. http://hdl.handle.net/10500/20078.
Full textAbstract:
Currently, South African special need schools that cater for intellectually disabled learners are implementing the continuous assessment policy statement (CAPS). This study explored the CAPS curriculum which is used in special needs schools, in order to determine whether or not it can develop disabled learners intellectually. In other words, can the curriculum be used to ensure that disabled learners are also prepared for future employment opportunities? Disabled learners also have a constitutional right to be lead through education to independent adulthood.
This study looks at the characteristics of the intellectually disabled. It mentions some of the official South African documents in this regard and then discusses the theory of Paolo Freire. The researcher addresses two programmes that she feels could improve the curriculum quality of learners with special needs in special needs schools. A few negative aspects, as well as the time frame for South Africa to completely implement inclusive education, according to the White Paper, contributed to this research. Comparisons are drawn between two international policies and acts and South African policies and programmes, in order to determine the effectiveness and standard of South African inclusive education.
This research was conducted in a special needs school in a suburb of Laudium in the Gauteng Province South Africa. It was a qualitative study and adopted a case study design.
The researcher collected data from the principal, HOD, occupational therapist, two teachers and an administrative staff member, who were the participants in the study, using a questionnaire as an instrument for data collection. Inclusive analysis was used to narrate and explain the data. The researcher found that the CAPS curriculum does not equip, prepare or develop learners who are intellectually disabled. The teachers and staff members feel that they need more training and development to support learners with special educational needs, together with a suitable curriculum to ensure effective teaching and learning.Inclusive Education
M. Ed. (Inclusive Education)