Dissertations / Theses: 'Life orientation educator'

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Cohen, Avraham. "Attending to the inner life of an educator : the human dimension in education." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/63.

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My dissertation is a selection of essays that reflect upon human potential, particularly but not exclusively, within educational environments. I offer theory and practices that suggest that under the right conditions educators and students will move towards the far reaches of their own creative capacities. I offer my own experience and practice as an exemplar of possibilities. I make proposals about educators and education of educators that represent a paradigm shift from centralizing curriculum and content to focusing on care, nurturance, subjective and inter-subjective understanding, and development of educators. The reader is invited to see educators as central, and is encouraged towards the possibility that educators must be supported, encouraged, and cared for in order to support emergence of their vitality, first for themselves and subsequently for students. I outline an approach that puts human beings in educational environments first in practical and specific ways. Integration of personal experience and curriculum material is explicated. The importance of personal inner work for educators is highlighted. Inner Work is characterized as a personal and spiritual process. The claim that educators need to have group facilitation skills is made and evidence offered. Philosophical and theoretical background from education, eastern and western philosophy, humanistic and transpersonal psychology, process-oriented methods, and counselling psychology are drawn upon. The approach is holistic and systemic. The human is viewed as important but not separate from other living beings or the environment. The values of presence, care, and deep democracy underlie the ideas. The importance of relationality and I-Thou connection are explicated. The writing and research draws on a variety of qualitative approaches, including, living inquiry, autobiography, and self-study, as well as conceptual, narrative, poetic, auto-ethnographic, heuristic, and analytic methods. The material, personal, and ephemeral are investigated as integrated parts of the Dao-Field of education and life.

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Marumo, Lesang Philadelphia. "The impact of in-service educator professional development programmes on grade 10 life orientation educators / Lesang Philadelphia Marumo." Thesis, North-West University, 2010. http://hdl.handle.net/10394/8253.

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The post 1994 educational reforms in South Africa brought about a new thinking in the basic education system. The Curriculum 2005 introduces General Education and Training (GET) band comprising of Grades R-9 and Further Education and Training (FET) comprising of Grades 10-12. These changes necessitates that greater energy and investment be made in the development of appropriate programmes for professional development of educators at both pre-service and in-service levels in order to increase educator reorientation and competency in educating learners in the new education system. The purpose of the study is to determine the impact of educator professional development programmes (pre- and in-service) on Grade 10 Life Orientation educators with regard to the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. The study also aims to determine barriers encountered in the implementation of in-service professional development programmes for Grade 10 Life Orientation educators. The study consists of a literature review concerning the National Curriculum Statement and professional in-service training programmes. A quantitative approach was followed to collect the relevant data. Grade 10 Life Orientation educators in the Francis Baard District form the population of this study. Two distinct conclusions are drawn from the findings of the study, namely; • Educators professional programmes (pre- and in-service) had very little impact on the knowledge, skills and abilities of Grade 10 Life Orientation educators for the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. • Pre- and in- service educator professional development programmes attended by Grade 10 Life Orientation educators did not substantially improve their capabilities mentioned above to implement the National Curriculum Statement. Four categories of recommendations are suggested, namely: • The responsibility of the Department of Education towards the professional in-service training programmes. • The teacher training institutions' responsibility towards the Life Orientation teachers. • The formation of support groups in the different regions in the Francis Baard District. • Further research should be conducted to improve successful implementation of educator professional development programmes ( pre- and in-service) on Grade 10 Life Orientation educators.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011

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Dunn, Nadine. "The impact of adoption on the adolescent birthmother's school performance / by Nadine Dunn." Thesis, North-West University, 2004. http://hdl.handle.net/10394/2385.

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Majova-Sitshange, Christiane Nozamile “Zama”, J. D. Thwala, and S. D. Edwards. "Evaluation of the life orientation programme in Eastern Cape schools with a focus on sexuality education." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1781.

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A thesis submitted to the Faculty of Art in partial fulfilment of the requirements for the Degree, Doctor of Philosophy in Community Psychology in the Department of Psychology University of Zululand, 2017.
This research was envisioned to understand the evaluation of the Life Orientation (LO) Programme in Eastern Cape schools. The main motivation for the study was to evaluate the Life Orientation Programme in Eastern Cape schools through an Appreciative Inquiry (AI) into the experiences and perceptions of learners, educators, and departmental officials regarding the effectiveness of the LO Programme. This was because subject advisors are responsible for giving the required support and as well evaluate the subject teachers in schools. According to Sanders and Sullins (2006); Visser (2007) and Serrat (2008), school programmes have to undergo a review from time to time to ensure that they are still relevant, justifying the evaluation of this study. The reader is informed that, Life Orientation, was introduced as a compulsory subject offered to all learners from grade R to grade 12 and as an inter-disciplinary subject that draws on and integrates knowledge, values, skills, and processes embedded in various disciplines such as sociology, psychology, political science, human movement science, with the objective of making informed decisions and choices (Department of Education, 2003). Thus, Life Orientation Programme was to provide the necessary guidance for skills development, (Department of Education, 2005) This research observed the understanding that LO Programme has a focus on social development, health promotion, personal development, orientation to the world of work and the general physical advancement. Embedded in this study, was the need to understand whether personal biological inputs either individually or collectively, had any influence on the perception of learners, teachers and subject advisors towards the Life Orientation Programme or not. Thus, this study contributed towards moderating and remoulding the perception of learners towards LO Programmes by providing a clear understanding of the concepts of Life Orientation content, role of educators and the skills offered. The Literature review considered the following areas; Health Promotion, Social Development and Personal Development, Physical Development and Movement, Orientation to the world of work, showing to educators the existing differences of the educational needs and expectations of different learners (Engelbrecht & Green, 2009). These expectations may not be met if teachers pay too much attention to their own lives and values (Beyers & Hay, 2011). Some teachers experience a large measure of ambiguity regarding HIV/AIDS, they realize cognitively that they must support and nurture the HIV positive learner, but emotionally they remain cold (Bhana, Morrell, Epstein & Moletsane, 2006; Wood & Webb, 2008). iii This research has endeavoured to discuss in detail the issue of HIV, and the status disclosure of participants. One issue of necessity is the stigma associated with HIV/AIDS, the use of the subject of the HIV/AIDS epidemic to professionally create some relevant awareness within the communities. The data used for evaluation of the research objectives were obtained from randomly selected participants by use of a closed-ended questionnaire instrument. The collected data were captured and analyzed by use of SPSS (Statistical Package for Service Solutions, Version 20). Among variables included were; the participant’s gender, age, educational category, residence and years of formal education and research questions. The analysis comprised of tables and charts whose parameters of analysis were percentages and frequencies. The interpretation for both quantitative and qualitative analyses were performed in line with the research objectives. The analysis produced outputs in the form of tables and charts, which comprised of frequencies, percentages, cumulative frequencies and cumulative percentages for descriptive analysis, whereas, test-statistics and p-values were used for significance level analysis for inferential scrutiny for existence of any association for selected pairs of variables while charts for association consisted of percentages and the variables under assessment. The analysis, for instance, found that more females (62.20%) participated in this study than did their male counterparts. Some of the reasons advanced were trifold; One, that the general population in the target areas constituted more women than men, and two, that men participation, were prone to unnecessary time-consuming arguments leading to a meagre male-participation. The researcher, an education professional, who deals with the learning curriculum on daily basis, and a practical university student counsellor knows that Physical Education is a compulsory component of the LO Curriculum. Each term, a learner has to complete physical activity assessments that count towards their overall LO mark. Though no record shows currently that grades eight and nine do not have formal physical education lessons, it was an exercise to be implemented in 2014. The results, however, were in line with Ombaba et al. (2014), who found that support from teachers in schools on the career guidance programme needed enhancement in order to make sure that the guidance services rendered are practical to students. The importance of Life Orientation Programme has been underscored, which requires the following recommendations for a sustainable improvement; adding to the course content, teachers to avoid name-calling in class, accommodation of everyone in career exhibitions without discrimination, improvement on presentation tasks, and others not stated here. iv It has come to be revealed, through this research, that the South African public educational system does not have adequate provision for vocational guidance or assessment of individual learners. This weakness results in high unnecessary costs for the country, the South African Businesses as well as social discontent and hardship. On the other hand, statement 4.3.1.16 showed that the average majority (51.8%) of the respondents claimed that Life Orientation motivates and guides them about basic life styles and careers. The researcher lauded this as a welcome discovery. According to the analysis of the data on statement 4.3.1.6, the majority of the respondents (65.3%) strongly agreed with the statement. This indicated that Life Orientation promotes healthy behaviour as expressed by the majority of the respondents. On the inferential analysis base, the researcher determined the existence of any relationship between independent variables and research statements in the questionnaire. As to whether Life Orientation promotes healthy behaviour based on one’s gender, this research revealed that the two variables were quite independent based on the obtained p-value of 0.765 as compared to any level of significance chosen from (0.05, 0.025, or 0.010). The null hypothesis could not be rejected. The conclusion was that gender had no influence on the promotion of healthy behaviour and so, practising healthy behaviour does not depend on gender but rather is an individual decision. Complementarily, results of another similar assessment between gender of respondent and respect for human rights as a prerequisite for moral development in a society indicated that there was no significant association between gender and the given dependent statement. This research further showed that age group of respondent and respecting human rights being a prerequisite for moral development in society were not significantly associated, since the observed p-value was greater than the level of significance. The researcher did not have sufficient evidence to reject the null hypothesis under this setup. On the other side of the analysis, age group of respondent and drugs giving one a true sense of security revealed a different observation. The observed p-value of 0.001 was far smaller than any selected level of significance. This resulted in a highly significant association demonstrating the fact that age group promoted the belief that drugs could give one a true sense of security. v A similar result showing a p-value of 0.022 for testing the association between educational category and Life Orientation promoting healthy behavior was highly significant. Key words: Apartheid government era, formative subjects, Life Orientation, Life Orientation Programme, level of significance, degree of association, general education and training (GET) band, further education and training (FET) band.

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Moodley, Dale Dhersen. "Nascent Desires: Gendered Sexualities in Life Orientation Sexuality Education Programmes and Popular Music." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1021260.

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Formal school-based sexuality education is one medium, amongst others, that recognises young people’s sexuality, but usually as at-risk and/or risk taking subjects, or as innocent subjects. I analyse the gendered sexualities of young people as represented in: Grade 10 Life Orientation sexuality education programmes and popular music, as two mediums of sexual socialisation in Grade 10 learners’ lives, and as engaged with by Grade 10 learners and educators. I collected data from two schools in the Eastern Cape that included: (i) sections on sexuality from two Life Orientation manuals used by educators in classrooms: ‘Oxford Successful Life Orientation’ (2011), and ‘Shuters Top Class Life Orientation’ (2011); (ii) videos and lyrics of three songs voted most popular by learners which were ‘Climax’ by Usher, ‘Beez in the Trap’ by Nicki Minaj, and ‘Where Have You Been’ by Rihanna; (iii) observations of seven sexuality education classes; and, (iv) in-depth semistructured interviews conducted with eight learners and two educators. I draw on an integrated theoretical and methodological approach – Foucauldian, feminist poststructural and psychosocial psychoanalytic perspectives – to conceptualise and analyse gendered sexualities in terms of: (i) the dominant gendered discourses found in sexuality education manuals, and music videos and lyrics; (ii) the reflexive and interactive gendered subject positions taken up and/or resisted by learners and educators during classroom lessons and one-on-one interviews; and, (iii) learners’ and educators’ conscious and unconscious investments in particular gendered subject positions during one-on-one interviews. These three sets of analysis produced four major themes. The first theme centres on responsible sexuality; young women are expected to assume more sexual responsility than young men, thus curbing their sexual agency. The second theme outlines three types of pleasure – sexual, romantic and dating and/or relationship pleasure – that accord young men and women active and passive ways of exercising pleasure. The third theme highlights the heteronormative transitioning adolescent subject that constructs young women as reproductive subjects and young men as sexual subjects. The last theme focuses on gendered power relations and raunch culture, and maintains that young men are powerful and likely to commit acts of sexual violence against young women because they are powerless. The central argument developed when viewing all the themes is that dominant gendered discourse, gendered subject positions, and conscious and unconscious investments in these positions challenge the extent to which the gendered meanings that underpin adolescent learners’ sexuality are stable and fixed. The gendered discourses in the Life Orientation sexuality education programmes showed that gender is expressed rigidly, thus privileging masculine over feminine sexuality. However, the gendered discourses in the popular music contested rigid gender binaries and produced fluid and equitable masculine and feminine sexualities. The classroom practices depicted multiple and more equatable gendered sexualities, highlighting just how contested gender is. Finally, educator and learners’ personal biographies illustrated how conflicting masculine and feminine sexualities present a signficant source of emotional conflict for them. It may benefit policymakers and stakeholders to consider informal mediums of sexual socialisation for learners, such as music, when drafting the Life Orientation sexuality education curriculum, whilst also taking into account learners and educators personal lives.

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Strydom, Verena Zita. "The support needs of life orientation teachers in the Further Education and Training Band." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6837.

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Thesis (MEdPsych)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: South African youth are confronted by a range of challenges on a daily basis which can potentially evolve into serious barriers to learning and development. Life Orientation is a critical subject offered by the Further Education and Training (FET) band as it aims to prevent the development of such problems. Furthermore, the role played by the teacher in successfully and meaningfully presenting Life Orientation is a pivotal one. This study therefore aimed at understanding the support needs of Life Orientation teachers in the FET band in order to gain insight into the challenges experienced and what recommendations can be made to improve support to teachers, and consequently, learners. The theoretical framework on which this study was based was positive psychology as its emphasis on the fostering of positive individual traits, emotions and institutions is an appropriate and constructive way of understanding teachers’ support needs within their school communities. This study’s research methodology can be described as basic qualitative research which is embedded within an interpretive paradigm. Purposive sampling was used to select three schools and their Life Orientation departments as research participants. Three methods of data collection were employed, namely written reflective notes and semistructured focus group- and individual interviews. Furthermore, qualitative content analysis was used to analyse the data. The research findings indicated that Life Orientation teachers in the FET band experience a range of support needs across the various levels within the school community. Teachers experience a tension between the expectations of the Department of Education, the needs of the learners, and their own expectations with regards to the facilitation of a community of care within the Life Orientation classroom. Support therefore needs to be aimed at increasing teachers’ competencies and providing opportunities to collaborate with other teachers to develop positive individual traits and foster positive emotions. Furthermore, school communities need to become aware of their attitudes and perceptions towards the subject so as to initiate processes which can lead to the promotion and development of positive, supportive institutions. A critical step in doing so is to consider policies regarding the appointment of Life Orientation teachers and ensure that qualified, specialist teachers who believe in the value of the subject are employed in these posts.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse jeug word daagliks gekonfronteer met ‘n wye spektrum uitdagings wat potensiëel tot ernstige hindernisse vir leer en ontwikkeling kan ontwikkel. Lewensoriëntering is ’n noodsaaklike vak in die Verdere Onderwys en Opleidingsband (VOO) juis omdat dit poog om die ontwikkeling van hierdie hindernisse te verhoed. Die rol van die opvoeder in die suksesvolle en betekenisvolle aanbieding van Lewensoriëntering is deuslaggewend. Daarom poog hierdie studie om die ondersteuningsbehoeftes van Lewensoriënteringopvoeders te verstaan ten einde insig te verkry in die uitdagings wat hulle ondervind. Sodoende kan aanbevelings gemaak word vir die ondersteuning van opvoeders wat dan sal deurvloei na die leerders. Die teoretiese raamwerk van hierdie studie is positiewe sielkunde, aangesien dit die ontwikkeling van positiewe individuele kenmerke, emosies en organisasies beklemtoon. Dit is dus ’n toepaslike en konstruktiewe manier om die ondersteuningsbehoeftes van opvoeders binne hulle skoolgemeenskappe te verstaan. Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef is gebruik om drie skole en hul Lewensoriënteringdepartemente as deelnemers te identifiseer. Drie metodes van data-insameling is gebruik, naamlik geskrewe reflektiewe notas, semigestruktureerde fokusgroeponderhoude en individuele onderhoude. Verder is kwalitatiewe inhoudsanalise gebruik om die data te analiseer. Die navorsingsbevindinge het aangedui dat Lewensoriënteringopvoeders in die VOO band ’n wye verskeidenheid ondersteuningsbehoeftes binne die verskillende vlakke van die skoolgemeenskap ervaar. Opvoeders ervaar spanning tussen die verwagtinge van die Departement van Onderwys, die behoeftes van leerders en hul eie verwagtinge met betrekking tot die fassilitering van ’n omgeegemeenskap in die Lewensoriënteringklaskamer. Ondersteuning behoort dus te poog om die bevoegdhede van die opvoeder te verbeter en geleenthede daar te stel vir die ontwikkeling van positiewe individuele kenmerke en die vestiging van positiewe emosies. Verder behoort skoolgemeenskappe meer bewus te raak van hul persepsies en houdings teenoor die vak ten einde prosesse in plek te kan stel vir die bevordering en ontwikkeling van positiewe organisasies. ’n Kritiese stap in die bereiking hiervan, is die oorweging van beleide met betrekking tot die aanstelling van Lewensoriënteringopvoeders en die versekering dat gekwalifiseerde, gespesialiseerde opvoeders wat in die waarde van die vak glo, in hierdie poste aangestel word.

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Wasserman, Jessica. "Life orientation teachers' experience of context in the implementation of the curriculum." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96109.

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Thesis (MEdPsych)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Since 1994, and the dissolution of the apartheid era, South African curricula have seen many revisions and adaptations to subject statements, learning programmes, and assessment guidelines. The most recent occurred in 2009, when the previously revised curricula statements (RNCS, 2005) were to be replaced with the Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed (including the subject of Life Orientation), taking effect in January 2012. These revisions have influenced curriculum implementation across contexts throughout the country – contexts that vary in culture, politics, and socio-economic status due to the inequalities of the past. It is these varied contexts, and the implementation of the current CAPS curriculum therein, that led to the formulation of this research study. The implementation of the subject of Life Orientation was of particular interest to the researcher as it is this subject that has been designed, throughout the many curricular revisions, to prepare learners for life and work in the outside world (i.e. in their specific contexts external to the primary education system). This research study attempts to explore the experiences of Life Orientation teachers, focusing specifically on the role that context plays in their implementation of the curriculum. Teachers working in the FET phase (grades 10-12), within two different contexts, were selected to participate. Bronfenbrenner’s bio-ecological model (Bronfenbrenner, 2005) was used as the theoretical framework for this study because of the overlapping and interrelated systems that influence the development of the child and the context in which learning takes place. This is informed by Vygotsky’s theory of social constructivism, which emphasises the social aspect of development and the influence that specific social contexts have on learning. For this research, the learners were placed in the centre of Bronfenbrenner’s model; while the school, family, and broader social community were placed in the outer systems. This study made use of a basic qualitative design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select participants from the two respective school contexts in the Western Cape province, and three measures were used to collect data: (1) a self-administered questionnaire, which teachers were asked to complete in their own time; (2) semi-structured individual interviews with the principals and heads of Life Orientation from the two respective schools; and (3) focus group interviews with the teachers in their respective contexts. Qualitative content and thematic analysis was used to analyse the data generated by means of these three data collection methods. The findings of this research paper suggest that the delivery of the current Life Orientation curriculum within particular contexts was a challenging experience for the teachers who participated in the study. However, with appropriate and professional teacher training and/or a more flexible and adaptable curriculum design, the participants felt that these challenges could be overcome. While the findings of the study cannot be generalised to all schools in South Africa, recommendations can be made, based on this study, for the relevant schools as well as the Department of Education to assist in ensuring that appropriate measures are taken in order to improve curriculum implementation – whether through professional teacher training and development, curriculum design, or both.
AFRIKAANSE OPSOMMING: Sedert 1994, en die ontbinding van die apartheidsera, was daar verskeie wysigings en weergawes van die Suid-Afrikaanse kurrikulum ten opsigte van beleidsverklarings leerprogramme en assesseringsriglyne. Die mees onlangse wysiging het in 2009 plaasgevind, toe die voorheen Hersiene Nasionale Kurrikulum Beleidsverklaring (HNKV, 2005) vervang is met die Kurrikulum en Assesseringsbeleidsverklaring (KABV) vir alle goedgekeurde vakke (insluitende die vak Lewensoriëntering) – wat in Januarie 2012 in werking getree het. Hierdie wysigings het die implementering van die kurrikulum oor kontekste heen dwarsdeur die land beïnvloed – kontekste wat wissel in kultuur, politiek en sosio-ekonomiese status as gevolg van die ongelykhede van die verlede. Dit is die implementering van die huidige KAVB kurrikulum binne hierdie verskillende kontekste wat gelei het tot die formulering van hierdie navorsingstudie. Die implementering van die vak Lewensoriëntering was van besondere belang vir die navorser, aangesien dit hierdie vak is wat ontwerp is deur al die kurrikulumhersienings heen om leerders vir die lewe en in die wêreld daarbuite voor te berei ( in hul spesifieke konteks). Hierdie navorsingstudie poog om die ervarings van Lewensoriëntering-onderwysers te verken, met spesifieke fokus op die rol wat konteks speel in hul implementering van die kurrikulum. Onderwysers wat werk in die VOO (Verdere Onderwys en Opleidng)-fase (grade 10-12) binne twee verskillende kontekste is gekies om deel te neem aan hierdie studie. Bronfenbrenner se bio-ekologiese model (Bronfenbrenner, 2005) is gebruik as die teoretiese raamwerk vir hierdie studie weens die oorvleueling van en onderlinge verhoudings tussen sisteme wat die ontwikkeling van die kind en die konteks waarin leer plaasvind, beïnvloed. Dit word toegelig deur Vygotsky se teorie van sosiale konstruktivisme, wat die sosiale aspek van ontwikkeling en die invloed wat spesifieke sosiale kontekste op leer het, beklemtoon. Vir hierdie navorsingstudie is die leerders in die middel van Bronfenbrenner se model geplaas; terwyl die skool, gesin en die breër sosiale gemeenskap in die perifêre sisteme geplaas is. Hierdie studie het gebruik gemaak van 'n basiese kwalitatiewe ontwerp en ‘n kwalitatiewe metode wat gewortel is in 'n interpretatiewe paradigma. Doelbewuste steekproefneming is gebruik om deelnemers uit die twee onderskeie skoolkontekste in die Wes-Kaap te kies. Die studie het gebruik gemaak van drie metodes om data in te samel: (1) ‘n self-geadministreerde vraelys wat die onderwysers gevra is om te voltooi in hul eie tyd; (2) semi-gestruktureerde individuele onderhoude met die skoolhoofde en hoofde van Lewensoriëntering uit die twee onderskeie skole; en (3) fokusgroeponderhoude met die onderwysers uit die onderskeie kontekste. Kwalitatiewe inhouds- en tematiese analise is gebruik om die data wat gegenereer is deur middel van hierdie drie data-insamelingsmetodes te ontleed. Die bevindinge van hierdie navorsingstudie het aan die lig gebring dat die lewering van die huidige Lewensoriëntering kurrikulum binne hulle bepaalde kontekste 'n uitdagende ervaring vir die onderwysers was wat aan die studie deelgeneem het. Die deelnemers was egter van mening dat hierdie uitdagings oorkom kan word met toepaslike en professionele opleiding van onderwysers, en/of ‘n meer buigsame en aanpasbare kurrikulumontwerp. Hoewel die bevindinge van hierdie studie nie veralgemeen kan word tot alle skole in Suid-Afrika nie, kan aanbevelings tog gemaak word aan die betrokke skole, sowel as die Departement van Onderwys om te help verseker dat die nodige maatreëls in plek gesit word om implementering van die kurrikulum te verbeter– hetsy deur professionele opleiding en ontwikkeling van onderwysers, of deur kurrikulumontwerp, of albei.

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Karstens, Anne Christiane. "Towards an epistemological framework for a life orientation programme based on spirituality / Anne Christiane Karstens." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4359.

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Panday, Dhevina. "Teachers' perspectives on the implementation of life orientation as a learning area." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/590.

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The aim of this research project then was to investigate a particular dimension related to the implementation of the Life Orientation learning area within a particular rural primary school in the Kwa-Zulu Natal region. Since the teacher has been identified as a key role player in the successful or unsuccessful implementation of a new curriculum, the primary focus was on the teacher per se. Fullan’s emphasis (1991:117) on teachers’ thoughts (what they think) and actions (what they do), raises two subsequent questions, namely What do teachers at this particular school do with regard to the implementation of the (new) Life Orientation learning area? and What do these teachers think about the implementation of the (new) Life Orientation learning area? In this study, I focused on the second question, namely What do teachers think about the implementation of the (new) Life Orientation learning area? Within the context of this study, it is assumed that the teachers’ thoughts also include their opinions, viewpoints, attitudes and beliefs about the implementation of the Life Orientation curriculum. The term ‘perspective’ has thus been used as encompassing term and the main research question defined as What are teachers’ perceptives about the implementation of the (new) Life Orientation learning area?.

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Phokane, Maphupha Daniel. "Educators' and learners' experiences of parental involvement in creating a positive climate for the teaching of Life Orientation." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/25822.

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Research studies emphasize the need for a supportive educator-parent relationship in promoting teaching and learning in Life Orientation. This study is based on the assumption that educators are supposed to supplement the teaching of values by building on what parents have already taught at home and this means that learners need the support of their parents in their academic achievement especially in Life Orientation. The aim of this study is to explore the role that educators and learners expect parents to play in creating a positive climate in the teaching of Life Orientation. A qualitative approach was applied in this study in order to get in-depth information about the experiences of educators and learners of parental involvement in creating a positive climate for the teaching of Life Orientation. The researcher collected data through semi-structured interviews from four Life Orientation educators and Grade 10 learners from two Secondary schools at Phokoane Circuit. The data was analysed resulting with themes and sub-themes. The researcher ensured that data collected enhance trustworthiness. Both educators and learners experienced minimal parental involvement in the teaching of Life Orientation. They both recommended partnership, openness and regular meetings amongst partners for effective teaching of life orientation.
Dissertation (MEd)--University of Pretoria, 2012.
Education Management and Policy Studies
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Modiba, Matabe Rosa. "Experiences of Life Orientation teachers in teaching career guidance in rural high schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62890.

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In South Africa, there are various stakeholders involved in career guidance services (Stead & Watson, 2006, P.160). The teaching of career guidance within the context of Life Orientation (LO) at schools is the responsibility of Life Orientation teachers. This study explores the experiences of Life Orientation teachers in teaching career guidance in rural high schools at Lephalale Municipality. The study used qualitative approach to obtain rich information about the experiences of Life Orientation teachers in teaching career guidance at rural high schools. The study was conducted in two rural high schools in the Palala North Circuit of Lephalale Municipality. The sample comprised of two Further Education and Training (FET) Phase Life Orientation teachers from two rural high schools (one from each school). The participants were purposefully and conveniently selected. The data was collected by means of the semi-structured interviews. The data was analysed using the inductive thematic data analysis where themes, subthemes and categories emerged. The findings of the study reflected both the negative and positive experiences of Life Orientation teachers in respect of their teaching of careers and career choices, training and support needs, and the career- related activities such as career exhibitions in which both the learners and LO teachers participate. The results of the study will be shared with the two schools in the Palala North Circuit and the Department of Education, Waterberg District in the Limpopo province. It is hoped that the results generated by the study might assist the training personnel or facilitators (education or subject specialists) to know the type of training and support that LO teachers require and to also inform policy makers to develop a model of teaching career guidance at rural high schools.
Dissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
Unrestricted

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Ngobese, Lindiwe Siziwe. "The role of life orientation teachers in preparing further education and training phase learners for post school education in the Bhekuzulu Circuit." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1650.

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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Masters in Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018
This study aimed at determining the role that Life Orientation teachers (LO) play in preparing Further Education and Training (FET) phase learners for Post schooling education (PSE) in Bhekuzulu circuit, Zululand District. The objectives of the study were to (a) establish the role that LO teachers play in preparing FET phase learners for post schooling education in Bhekuzulu circuit, (b) find out whether there are support programmes available to enable LO teachers support their learners for their post schooling education, (c) establish the type of challenges that LO teachers face which hinder them from supporting and preparing FET learners for post schooling education. A mixed-methods research approach was used in a case study constituted of 70 participants. To this end, the questionnaire and focus group interviews (FGIs) were used to collect data. A qualitative thematic content analysis was used to analyse data, by grouping similar themes. Furthermore, a quantitative data analysis was used to quantify the phenomenon by analysing patterns and trends of the respondents. The findings reveal that teachers do support FET learners in preparation for PSE with the little skills and knowledge they possess. However, the major challenge that prevailed in this study is that LO teachers are not trained to provide CG; most of these teachers do not have specialisation in teaching LO and/or CG. Other challenges that prevailed were the insufficient time allocated to teach LO, lack of CG resources, negative attitudes towards LO as subjects by teachers as well as school management teams. Moreover, the study found a lack of CG programmes in schools and poor implementation of these programmes, poor subjects groupings offered in schools, poor learners’ efficacy in career choices and lack of community support. The study recommends that the Provincial Department of Basic Education should train all LO teachers using accredited service providers to enable teachers to provide CG to learners in a meaningful way. Secondly, more time should be allocated to LO especially in the teaching of careers and career choices. Lastly, schools should be provided with common basic CG programmes to be implemented by all schools and be monitored intensively by the CG officials.
National Research Foundation Of South Africa (Grant Number:CP160513164973 and 105246)

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Wentzel, Andrew. "The status and value of physical education at primary schools in the Kuils River area with specific reference to curriculum 2005." University of Western Cape, 2001. http://hdl.handle.net/11394/8493.

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Magister Educationis - MEd
The purpose of this project was to determine the status and value of physical education at primary schools as well as the extent to which it is offered. It is also hoped that this study will be useful in putting forward an argument for the inclusion or re-inclusion of physical education as a compulsory subject in the curriculum of schools. There appears to be a decline in the teaching of the subject at primary schools. Time tables afford little or no time to the teaching of physical education. This has implications for the holistic development of pupils and for providers of physical education teachers. Such institutions would find it difficult to provide opportunities for in-service experiences in physical education for prospective teachers and may come to perceive such courses as not viable.

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Carlsson, Samuel. "Från idrott till Life Orientation : - en kvalitativ studie om idrottsämnets ställning på en skola i Sydafrika." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31561.

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När Sydafrika blev en demokrati 1994 gjordes utbildningssystemet om. En del i de storaförändringarna var att introducera Life Orientation, ett nytt ämne från och med 1998.Forskning har visat att införandet av ämnet inte varit friktionsfritt, vilket bland annat berott påatt ämnet varit nytt och det varit brist på lärare med relevant utbildning för att undervisa i LifeOrientation.Syftet med den studie som gjorts var att ta reda på hur lärare på en High School (årskurs 8-12)upplever idrottsämnets ställning är på deras skola, mot bakgrunden att ämnet integrerats i LifeOrientation som ett av sex delområden. En kvalitativ forskning har genomförts medsemistrukturerade interjuver som metod. Resultatet i undersökningen visade utifrån de trefrågeställningsparametrarna; uppfattningar om ämnet, upplevelser av ämnet och åsikter om demateriella förutsättningarna, att lärarna upplevde att ämnets ställning var låg på deras skola.Nyckelord: Sydafrika, utbildning, Life Orientation, idrott och hälsa, ställning, status,upplevelser, materiella förutsättningar
When South Africa turned into a democracy in 1994, the educational system was alsoreformed. One part of the mayor changes was the introduction of the new subject LifeOrientation, starting in 1998. Research has shown that the launch of this new learning areawas not altogether smooth, partly due to its novelty in combination with the deficit ofeducators holding appropriate academic background to teach Life Orientation.The purpose of the conducted study was to find out how educators at a High School (year 8-12) experience the position of Physical Education (P.E) at their school, given that P.E hasbeen integrated into Life Orientation, as one out of six sub areas. Quantitative research hasbeen carried out, using the methodology of semi structured interviews. The result of the studyshowed, based on the three parameters of the query; values, perceptions and materialprerequisites pertaining the learning area, that educators experienced that the subject had alow position at their school.

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Arendse, Agnetha. "The grade 11 life orientation curriculum: towards preparation for active citizenship in a democratic South Africa." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4314.

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Philosophiae Doctor - PhD
The general aim of this study was to explore the extent to which the Grade 11 LO curriculum prepares learners for active citizenship in a democratic South Africa. The main research question that the study addresses is: To what extent does the Grade 11 LO curriculum prepare learners for active citizenship in a democratic South Africa? The main objective of the study is to explore the extent to which the Grade 11 LO curriculum prepares learners for active citizenship in a democracy in the South African context. Even though democratic structures and participation forms a small component of the broader topic of active citizenship in the Grade 11 LO curriculum, the study examines the public participation initiatives of Parliament, as a democratic structure with the intention to increase active citizenship in a democratic South Africa. The theoretical framework of this study considers Paulo Freire's educational theory in the context of critical theory and models of public participation in preparation for active citizenship. As such, the literature was used in order to come to an understanding of concepts relating to active citizenship in a democracy, the concepts, namely, "education for "public participation‟, "citizenship‟, "democracy‟, "inclusivity‟ and "human rights‟. The study adopted a mainly qualitative research approach to explore the extent to which the Grade 11 LO curriculum prepares learners for active citizenship in a democracy. In order to gain an in-depth understanding of learners' perceptions, a case study method was employed and data collection techniques included questionnaires and focus group interviews. The sample in this study comprised 461 Grade 12 learners, who completed the Grade 11 LO curriculum during 2012, and seven LO educators from five selected schools in Metro South Education District in the Western Cape. Even though the total number of participating educators was seven, four completed the questionnaires and four participated in the focus group interviews. The data collection process encompassed three phases. Phase one included a literature review and document study. Phase two included the administration of questionnaires and phase three included the facilitation of focus group interviews. Thematic and document analyses were applied in order to undertake a detailed examination of documents and interviews.

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Christiaans, Daleen Joan. "Empowering teachers to implement the life orientation learning area in the senior phase of the General Education and Training Band." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2979.

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Thesis (MEd)--University of Stellenbosch, 2006.
When CURRICULUM 2005, hereafter C2005 (Department of Education [DoE], 1997b), was implemented in Grade 7 in 2000 none of the in-service teachers were sufficiently trained to teach Life Orientation. Higher Education Institutions had only then started to adapt teacher-training programmes to meet the needs of an outcomesbased curriculum for all aspiring teachers. Some in-service teachers had been trained as subject specialists in some of the focus areas contained within Life Orientation, like Physical Education, Guidance and Religious Education, but no teacher had been trained, pre-service or in-service, to be a specialist in all of the focus areas contained within Life Orientation. The Department of Education prepared teachers for the implementation of C2005 (DoE, 1997b) by means of a weeklong orientation programme. Teachers were orientated to an outcomes-based philosophy and teaching approach, and to specific outcomes and assessment criteria, but no content training was offered. A Life Orientation teacher is expected to have a body of knowledge on a range of subjects or focus areas as prescribed by the specific outcomes (DoE, 1997b). This study is aimed at researching the Life Orientation learning area and investigating the ways and level of preparation teachers had received to equip them to implement Life Orientation in the Senior Phase of the General Education and Training Band. A case study was used as a research design and specific schools in the Education Management and Development Centre Metropole North were selected to participate in the case study. Qualitative and quantitative data were obtained through questionnaires, interviews and observations. A descriptive research strategy was employed to capture, analyse and interpret the data. The research found that there were gaps in the preparation of Life Orientation teachers to implement C2005 (DoE, 1997b). Recommendation are made with regard to training and support programmes to ensure that teachers are adequately empowered to implement Life Orientation in the Revised National Curriculum Statement (DoE, 2002b) in the General Education and Training Band and in the National Curriculum Statement (DoE, 2003b) in the Further Education and Training Band.

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Rooth, Edna. "An investigation of the status and practice of life orientation in South African schools in two provinces." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_3779_1177915500.

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The study aimed to investigate the status and practice of life orientation in South African schools. Life orientation is a quintessential new learning area, introduced as part of curriculum transformation in South Africa, and is intented to equip learners with the knowledge, skills, values and attitudes for successful living and learning. Preliminary observations suggested that life orientation has not been optimally implemented in schools, and the low status legacy of life orientation's constituents added further impetus to the rationale for the study.

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Jenkins, Msawenkosi Wiseman. "Curriculum recontextualising using gardens for the health promotion in the life orientation learning area of the senior phase." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003368.

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With a view to understanding how curriculum is interpreted at classroom practice level, the study examined three stories of how the environmental discourse of the National Curriculum Statements (R-9) was recontextualised using school gardens in the Life Orientation Learning Area for the Senior Phase. To understand how the curriculum is recontextualised, I used Bernstein's theory of recontexutalisation where he explained how official pedagogic discourse (OPD) (in this case the environmental discourse is first delocated once it is transferred from the field of production (FOP) and relocated in the recontextualising field (where teacher educators and departmental officials mediate the discourse) and in the field of reproduction (FOR) which is the classroom and school. Bernstein explained that as the discourse is delocated and relocated it undergoes transformation. This transformation is influenced by practitioners' prior-knowledge, experience, culture and beliefs and other factors. To understand how transformation of the environmental discourse takes place, Bernstein's conceptual constructs of selective appropriation and ideological transformation were applied to an interpretation of three lesson processes, to explain how the discourse was changed. Each lesson was reviewed in terms of the selective appropriations and ideological transformations which took place. All three of the lessons observed took place in one school, and as such the study is designed as an interpretive case study where I have tried to make meaning from a rich, thick description of a specific case context. The school is located in Bizana, one of the villages in the O.R. Tambo District Municipality in the Eastern Cape Province,, and is currently in the process of implementing South Africa’s new National Curriculum Statement (NCS) like all other schools in South Africa. In conducting the research I observed lessons, interviewed the learners and teachers, and a community member and the manager of the SANBI greening project, and I also analysed documents which included the NCS for Life Orientation, and teachers planning documents and learners work produced in the lessons. I started the study by conducting a document analysis of the NCS, through which I identified dimensions of the Official Pedagogic Discourse. This was used as a framework to review the lessons to understand how the OPD was being recontextualised. The study concludes by discussing the key findings of the study in the form of a set of analytical statements. Some of the findings indicate that teachers have not been given adequate training for understanding and implementing the NCS which affects the recontextualisation process. The study shows that there is a dire need for professional development if the OPD is to be interpreted adequately by teachers so that its implementation at the meso and micro- levels becomes clear and effective.

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Ruffner, Tacey L. "A study of time orientation, temporal integration and reading comprehension: Back to the future." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2940.

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Problem. Lower-track high school students' combination of poor reading comprehension, present time orientation and shortened temporal integration is an area that has been identified in a range of divergent literature, but little studied in terms of educational practice. Previous research into time orientation and temporal integration has failed to investigate a connection with reading comprehension. Purpose. The purpose was to determine if there is a relationship between time orientation, temporal integration, reading achievement/high school track level and reading comprehension. Procedures. Two measures, a Time Orientation Questionnaire and a Cloze Test of Reading Comprehension, previously identified and pilot tested, were employed. One class in each of four track levels (College Preparatory, General, Remedial and ESL) at two high schools was tested. The data were analyzed using descriptive and inferential statistics. Findings. The utility of the two measures was validated by this study. The data indicate that track placement affected 63% of the verb tense items reflecting time orientation on the Cloze Test, and 55% of the verb tense items reflecting temporal integration. The Cloze Test of Reading Comprehension differentiated among the four track levels of reading ability, and showed that there are temporal factors which are involved. These temporal factors have not been understood as elements which mediate between levels of reading comprehension. In addition, track placement affected 35% of the responses on the Time Orientation Questionnaire, which addressed future and present time orientations. Recommendations. The educational problem is how to accomplish temporal intervention by teaching about a broad range of temporality: (1) The teaching should focus on establishing a sense of the future, by starting from the present and incorporating the definite (past tense) and then the indefinite past (present perfect tense) in both teacher-student interactions and reading comprehension materials. (2) The primary vehicle is language and temporally-designed reading comprehension materials throughout the high school curriculum, indicating that a temporally-sophisticated curriculum can be designed to meet the needs of at-risk students.

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Smedberg, Sandra. "Educators’ and learners’ view on feedback : a study about feedback, respect and corporal punishment in a South African school." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31578.

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South Africa has a complex history which has, among other things, affected the education system. The system is still in crisis in many ways. The purpose of this study is to investigate the educators’ approach to learners and vice versa in a South African school. It is to examine the overall respect between educators and learners and how educators give learners feedback. The aim is also to find out if corporal punishment is a common way to discipline learners and to investigate the educators’ way to give praise and confirmation. The study was made on a High School outside Cape Town and it includes qualitative interviews with three educators and three learners. The results of the interviews are presented in three categories, which is: feedback, respect and corporal punishment. First, the results show that the feedback is a subject that can be improved. According to the respondents they are doing things right but also quite a few things wrong. They all think that feedback is extremely important for the learners’ development, but only if it is provided in the right way. Second, it shows an overall lack of respect in the South African school, which is reflecting the issues in the communities and in the learners’ homes. But it is something that the Department of Basic Education is trying to improve with the help from the Life Orientation subject. Finally, the results show that a lot of the respondents have mixed feelings about the banning of corporal punishment and that is partly why it is hard to get rid of. This study shows a deeper understanding of these issues and why South Africa still struggle with developing their education system.

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Yeh, Shao-Kuo. "Orientations to moral reasoning among men and women leaders of higher education in Taiwan." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-171815/.

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Motloung, Phindiwe Aletta. "A teaching and learning programme to address learning style diversity in an inclusive life orientation classroom setting / Phindiwe Aletta Motloung." Thesis, North-West University, 2011. http://hdl.handle.net/10394/10323.

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The purpose of the study was to gauge Grade 4 Life Orientation educators‟ understanding of what learning style diversity entails, and to explore how they accommodate diverse learning styles during teaching and learning in inclusive Life Orientation classrooms. The study explored the educators‟ choice of teaching methods and strategies, learning activities and assessment approaches to accommodate diverse learning styles in their classrooms. The first phase of the study was characterized by a literature review, which guided the formulation of focus group interview questions as well as observation criteria. The literature review explored the notion of accommodating diverse learning style needs as an important aspect of inclusive education, as well as the teaching methods and strategies, learning activities and assessment approaches that could be employed to accommodate learning style diversity in inclusive Life Orientation classrooms. The second phase of the study comprised the empirical research. Within an interprevistic framework, qualitative research by means of focus group interviews and observations was undertaken to collect data in order to determine educators‟ understanding of learning style diversity and to explore how they accommodate diverse learning style needs in their inclusive Grade 4 Life Orientation classrooms. Focus group interviews were conducted with a convenient and purposively selected sample of Grade 4 Life Orientation educators (n=40) who teach at Township schools in the Sedibeng West District of the Gauteng Department of Education. In addition to the focus group interviews, observations were done in the classrooms of five willing educators who took part in the focus group interviews to observe how the educators accommodate diverse learning style needs in practice during their teaching. The data analysis revealed that educators do not have an adequate understanding of what diverse learning style needs imply, and do not accommodate diverse learning style needs in a balanced way in their classrooms. Both the findings from the focus group interviews and observations indicated that educators experience challenges in accommodating diverse learning style needs during the teaching of Grade 4 Life Orientation in inclusive classrooms. These challenges inter alia relate to time, workload, overcrowded classrooms and a need for guidance on how to accommodate diverse learning style needs. Based on the data obtained, examples of teaching, learning and assessment activities that could form part of a teaching and learning programme for Grade 4 Life Orientation was developed to guide educators in addressing learning style diversity during teaching. In the absence of curriculum-based teaching and learning programmes that guide educators in accommodate diverse learning styles during the teaching of Life Orientation, this study makes a valuable contribution. Key concepts: learning style diversity, learning preferences, pedagogical barriers to learning, inclusive education
PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

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Needham, Carma Martino. "At the Crossroads of Divorce: A Formative Evaluation of a Self-Directed Intervention for Utah's Divorce Orientation Education Class for Divorcing Parents." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2415.

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This formative evaluation focuses on feedback regarding a self-guided educational intervention for those at the crossroads of divorce. Entitled Should I Keep Trying to Work It Out? A Guidebook for Individuals and Couples at the Crossroads of Divorce (And Before), this Guidebook aims to help individuals minimize possible ambiguity in the decision-making process surrounding divorce. Fifty-three participants were recruited through divorce orientation education classes to provide formative feedback via brief phone surveys. Eighteen of these provided in-depth interviews for additional feedback. Though the participants in this study were largely past the crossroads of divorce, most agreed or strongly agreed that the Guidebook was helpful (61%), trustworthy (88%), helped them change some of their attitudes about divorce (67%), and helped them be more prepared for the divorce (81%). Additionally, 64% reported feeling more confident about their decision to divorce, including three noteworthy cases that cited domestic violence as their reason for divorce. Overall, this Guidebook appears to be useful to those who are contemplating divorce. Options for improving the Guidebook and introducing it earlier in the decision-making process are discussed.

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Loubser, Annemarie. "'n Ondersoek na lewensvaardigheidsopvoeding in die grondslagfase / Annemarie Loubser." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4957.

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In die Grondslagfase is Lewensvaardighede een van drie leerprogramme wat deur die Departement van Onderwys voorgeskryf en verder in die Nasionale Kurrikulumverklaring uiteengesit word. Lewensvaardighede fokus op die ontwikkellng van lewenswaardes en stel die ontwikkeling van verantwoordelike en gedissiplineerde landsburgers. van Suid-Afrika ten doe!. Teen die agtergrond van die bogenoemde oorkoepelende uitkoms van Lewensvaardigheidsopvoeding, was die doel van die studie om antwoorde op die volgende navorsingsvrae te ViFld: • Wat is Grondslagfase-onderwysers se houding teenoor Lewensvaardigheidsopvoeding? • Is daar 'n verband. tussen sekere biografiese veranderlikes en Grondslagfaseonderwysers se houding teenoor Lewensvaardigheidsopvoeding? • Hoeveel tyd bestee Grondslagfase-onderwysers daagliks aan die onderrig van leerders se lewensvaardighede? • Verskil die daaglikse tydsbesteding aan die onderrig van Lewensvaardighede, Gesyferdheid en Geletterdheid betekenisvol van mekaar? • Is daar faktore wat Lewensvaardigheidsopvoeding in die Grondslagfase belemmer? • Watter aanbevelings kan gemaak word om die onderrig van Lewensvaardighede in die Grondslagfase te bevorder? Ten einde bogenoemde vrae te beantwoord is 'n gekombineerde (kwantitatiewe en kwalitatiewe) navorsingsmetode geTmplementeer. Data is deur middel van 'n gestruktureerde vraelys by 'n steekproef van Grondslagfase-onderwysers in die Potchefstroom en Klerksdorpskooldistrikte van die Noordwes Provinsie ingesamel en die inllgting is statrsties geanaliseer: Die kwantitatiewe fase van die ondersoek is opgevolg deur 'n kwalitatiewe fase waartydens onderhoude met Grondslagfase-onderwysers gevoer is. Voortspruitend uit die kwantitatiewe en kwalitatiewe resultate, is die volgende gevolgtrekkings gemaak, wat in diepte in die verhandeling bespreek sal word: • Grondslagfase-onderwysers se houding teenoor Lewensvaardigheidsopvoeding is oor die algemeen oorwegend positief. • Daar is 'n verband tussen sekere biografiese veranderlikes en Grondslagfaseonderwysers se houding teenoor Lewensvaardigheidsopvoeding. • Die meerderheid van die Grondslagfase-onderwysers bestee tussen 25% en 35% van hulle daaglikse tyd aan die onderrig van Lewensvaardighede. • Die tyd wat 'Grondslagfase-onderwysers daagliks aan die onderrig' van Lewensvaardighede, Gesyferdheid en Geletterdheid bestee, verskil betekenisvol van mekaar. Die meeste tyd word daagliks aan die onderrig van Geletterdheid bestee, gevolg deurGesyferdheiden Lewensvaardighede. • Daar is bepaalde faktore wat die suksesvolle. aanbieding van Lewensvaardighede -in die GroRdslagfase belemmer. Op grond van die bevindinge van die ondersoek, is bepaalde aanbevelings aan die hand gedoen om die onderrig van Lewensvaardighede in die Grondslagfase te bevorder.
Life Skills, as prescribed by the Department of education, is one of three learning programmes in the Foundation Phase as reflected in the Nationa1 Curriculum Statement. Life Skills focuses on the development of values for life and has as a goal, the development of responsible and disciplined citizens for South-Africa. Against the-background of the above mentioned super ordinate outcome of Life Skills education the aim of the study was to find answers to the following research questions: • What is the attitude of Foundation Phase teachers towards the teaching of Life Skills? • Is there a connection between specific biographical variables and the Foundation Phase teacher's attitude towards Life Skills? • How much time do Foundation Phase teachers spend daily on teaching Life Skills to learners? • Is there a significant difference on the time spent daily on die teaching of Life Skills, Numeracy and Literacy? • Are there factors that hinder the teaching of Life Skills in the Foundation Phase? • What recommendations can be made to promote the teaching of Life Skills in the Foundation Phase? In order to answer the above questions, a mixed research method (quantitative and qualitative) was implemented. Data were gathered by means of a structured questionnaire from a random sample of Foundation Phase teachers in the Potchefstroom and Klerksdorp school districts of the North West Province, and the information was analysed statistically. The quantitative phase of the investigation was followed bya qualitative phase during which personal interviews with Foundation Phase teachers were conducted. Originating from the quantitative and qualitative results, the following recommendations were made that will be intensiv.ely discussed in the dissertation: • The attitude of Foundation Phase teachers towards Life Skills education are in general positive. • There is a correlation between some biographical variables and the Foundation Phase teachers' attitude towards Life Skills education. I • The majority of the Foundation Phase teachers spend between 25% and 35% of their daily time on the education of Life Skills. • The daily .input that Foundation Phase teachers spend on the teaching of Life Skills, Numeracy and Literacy differ meaningfully from each other. Most of the time is spent on the teaching of Literacy, followed by Numeracy and Life Skills. • There are specific factors that hinder the successful presentation of life Skills in the Foundation Phase. Based on the results of the investigation, specific recommendations were made to promote the teaching of Life Skills in the Foundation Phase.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

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Stols, Amori. "Die ontwikkeling van kritiese denke deur die gebruik van drama as onderrigmetode binne die vak Lewensorientering." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80384.

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Thesis (MA)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: Critical theory forms part of the foundation of the South African school curriculum. The development of critical thinking is part of the general aims of the curriculum. This study will investigate the possibility of developing critical thinking through the use of drama as a teaching method in the subject Life Orientation in the further education and training phase (FET) Grades 10-12. This problem statement will be researched through a quantitative literature study. The school curriculum underwent a transformation since 1994 from a content- and teacher driven curriculum to an experience- and student centred approach to teaching. New subjects were also included in the curriculum such as Life Orientation. There are, however, various implementation problems with regards to Life Orientation. These implementation problems can mainly be attributed to the insufficient in- and pre service training that teachers receive and their inability to use progressive teaching methods. The Life Orientation curriculum does, however, provide opportunity for the development of critical thinking skills. The concept of critical theory will be investigated as philosophical and theoretical basis for this study. The influence of critical theory on the critical pedagogy of Freire will be discussed to show the relationship between education and critical theory. Furthermore, the influence of critical theory on the development of Brecht’s Epic theatre will also be investigated. Finally, a definition for critical thinking will be put forward, after which the question whether critical thinking is developed through the school curriculum will be investigated. Different approaches to drama as a teaching method is briefly discussed. Dorothy Heathcoat’s approach to drama in education is chosen as a focus for this study as she uses drama as a teaching method to teach subject content and to develop thinking skills through reflection. Heathcote uses Brecht’s Epic theatre techniques to alienate the students in order for them to critically reflect on the content that is being taught. Process drama is a more accessible approach to drama in education, but it uses the same core elements namely improvisation, role-play and reflection. Process drama consists of an improvised role-play where the class collectively takes part and the teacher-in-role steers the educational experience through questions that leads to reflection. It is during this reflection that critical thinking is developed. Process drama can be used to teach the content of Life Orientation and develop critical thinking. It, however, requires the teacher to be the director, actor, writer, teacher and self-audience. During the planning of the process drama lesson the teacher also has to follow a certain process where the theme, contexts, roles, dramatic focus, tension elements and signs for the lesson is identified. To illustrate how drama as a teaching method can be used in Life Orientation, three lesson plans are provided.
AFRIKAANSE OPSOMMING: Kritiese teorie vorm deel van die grondbeginsels waarop die Suid-Afrikaanse skoolkurrikulum gebou is. Kritiese denke en die ontwikkeling daarvan is ook deel van die algemene doelstellings van die kurrikulum. Hierdie studie ondersoek die moontlikheid of kritiese denke bevorder kan word deur drama as onderrigmetode te gebruik binne die vak Lewensoriëntering in die verdere onderwys en opleidingsbaan (VOO) Grade 10-12. Daar sal van ’n kwalitatiewe navorsingsbenadering gebruik gemaak word om die probleemstelling te ondersoek in die vorm van ’n literatuurstudie. Die skoolkurrikulum het sedert 1994 getransformeer vanaf ’n inhouds-, onderwysergedrewe kurrikulum, na ’n ervaringsleer- en leerdergesentreerde benadering tot onderwys. Daar is ook nuwe vakke toegevoeg tot die kurrikulum, soos Lewensoriëntering. Daar is egter heelwat implementeringsprobleme met Lewensoriëntering en dit kan grotendeels toegeskryf word aan die swak in- en prediensopleiding wat onderwysers ontvang en hulle onvermoë om progressiewe onderrigmetodes te gebruik. Die Lewensoriëntering kurrikulum leen hom egter daartoe om kritiese denke te . As filosofiese en teoretiese basis vir die ondersoek word kritiese teorie omskryf. Die invloed van kritiese teorie op die kritiese pedagogie van Freire word bespreek om die verband tussen onderwys en kritiese teorie aan te dui. Die invloed wat kritiese teorie gehad het op die ontwikkeling van Brecht se Epiese teater word ondersoek. Daarna word kritiese denke gedefinieer en word daar ondersoek ingestel of kritiese denke deur die skoolkurrikulum ontwikkel word. Verskillende benaderings tot drama as ’n onderrigmetode word kortliks bespreek, waarna Dorothy Heathcote se benadering tot drama-in-die-onderwys as fokus vir die studie bepaal word, omdat sy drama as ’n onderrigmetode aanwend om vakinhoud te onderrig en denkprosesse te ontwikkel deur refleksie. Heathcote gebruik Brecht se Epiese teater-tegnieke om die leerders te vervreem en krities te laat reflekteer oor die inhoud wat onderrig word. Prosesdrama is ’n toegankliker vorm van Heathcote se benadering tot drama-in-die-onderwys, maar dit gebruik dieselfde kernelemente soos improvisasie, rolspel en refleksie. Prosesdrama bestaan uit geïmproviseerde rolspel waartydens die klas kollektief deelneem en die onderwyser-in-rol die leerervaring stuur en vrae aan die leerders stel wat hulle lei in refleksie. Dis tydens hierdie refleksie wat kritiese denke bevorder word. Prosesdrama kan gebruik word om die inhoud van die vak Lewensoriëntering te onderrig en kritiese denke te ontwikkel. Dit vereis wel dat die onderwyser die regisseur, akteur, skrywer, onderwyser en selftoeskouer word. Tydens die beplanning van ’n prosesdramales, moet die onderwyser ’n proses volg waar hy/sy moet besluit wat die tema, konteks, rolle, dramatiese fokus, spanningselemente en tekens gaan wees wat tydens die les gebruik gaan word. Om te illustreer hoe drama as onderrigmetode aangewend kan word binne die vak Lewensoriëntering, word drie lesplanne opgestel en bespreek.

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Matshikiza, Spokazi. "An investigation on the opinions of teachers on the policy implementation of life orientation curriculum: a case study of five schools in Cofimvaba Education District." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/679.

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The purpose of this study was to investigate the opinions of teachers on the implementation of Life Orientation curriculum in five schools of the Cofimvaba Education District. In 1994, there were so many changes in South Africa which brought educational transformation at the fore front and centre of all discussions about the changes in general. The curriculum was reviewed and perceived as a guide meant to reflect the values and principles for envisaged learner such as human rights, social and environmental justice with a high level of skills, values and knowledge. Life Orientation as a compulsory subject that was introduced in the epitome of these changes and presents South Africa with the opportunity of providing a meaningful contribution to its youth and mainly as a partial solution to various social problems. The bottom-up model was used to explain the data which was collected from 5 schools in Cofimvaba district using structured interview schedule The schools selected were based in the rural areas of Cofimvaba District and the number of participants interviewed were 15 teachers with different educational qualifications. The data was then arranged and sorted into common themes as well as tallying and ranking of the responses. This was done in order to uncover the main issues that make the findings of the current study. The data collected revealed that some of the Life Orientation teachers from the GET Band (school 2: 3 teachers, school 3: 6 teachers and school 5: 2 teachers) did not receive any training nor support from the Department of Education on implementing Life Orientation and that resulted to implementation difficulties in their schools. However, some teachers that were interviewed in school 1, 2 (3 teachers) and in school 4 joyfully responded by informing the researcher that the Department of Education was supportive to such an extent that the department has provided study material, teaching material, annual teaching plan and also organised support workshops for them. Although that was the case, some schools (2, 3 and 5) are still experiencing some shortages in terms of teaching materials as they go to the neighbouring schools for support. Though there was support that was given by the Department of Education to Life Orientation, it is still inadequate as it could not cater for all the needs of the schools. In addition, the challenges faced by the above mentioned schools may also result in the provision of unbalanced LO curriculum implementation. Support and monitoring is crucial aspect when it comes to implementation of a certain learning area especially when dealing with Life Orientation. This is an easy subject to deal with since it entails issues of life, therefore, whatever support that needs to be provided in future will be appreciated in order to the teachers to be able to implement the curriculum according to its expected standards.

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Ncula, Ntombizandile Shirley. "Food gardens, environmental lesson planning and active learning in the life orientation learning area - foundation phase : a case study at Lungelolethu Lower and Higher Primary School /." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/927/.

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Gala, Celiwe Anathi. "The extent of knowledge about the hospitality industry among life orientation teachers and learners in previously disadvantaged black schools in Cape Town, South Africa." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2429.

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Thesis (MTech (Tourism and Hospitality Management))--Cape Peninsula University of Technology, 2017.
The hospitality industry is one of the most popular industries in Cape Town, where it plays a major role in the economy and offers many employment opportunities. Because of this, one might have thought that learners would be encouraged to pursue a career in the industry. But learners and Life Orientation teachers in black township schools do not know about the hospitality industry: Hospitality Studies is not offered as a subject and learners receive no career guidance about this industry. This study investigates the extent of knowledge among Grade 11 learners and LO teachers in black township high schools about the hospitality industry, with a focus on the extent to which these learners are guided towards pursuing a career in the industry. The study therefore examines the information given to Grade 11 learners about the hospitality industry and the information LO teachers have about the industry to equip them to guide learners. The aim of the study is to highlight the knowledge gap that exists amongst Grade 11 and LO teachers when it comes to the hospitality industry, with the ultimate object of enhancing awareness of the industry so that learners can make meaningful career choices informed by that awareness.

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Dixon, Franchesca Lorraine. "An investigation into higher education students' perceptions of the sex tourism industry in the Western Cape with specific reference to an FET college." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1584.

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Thesis (MTech (Tourism and Hospitality Management))--Cape Peninsula University of Technology, 2009.
The potential for the sex tourism industry to become legalised in South Africa with the upcoming 2010 FIFA World Cup is an issue which has raised much controversy and is now at the top of the agenda for debate within government, the business sector and civil society. The study investigates perceptions of students at a Further Education & Training College towards the sex tourism industry, together with selected components of that industry. The study is undertaken to better understand student's perceptions of the sex tourism industry. In order to achieve this, the researcher set out to better understand the sex tourism industry as a whole; as well as to investigate selected socio-cultural impacts that the sex tourism industry can have upon society in order to explore the positive and negative impacts that sex tourism can have upon the youth. In terms of South African legislation, prostitution is illegal under the Sexual Offences Act 23 of 1957, and the study examines current calls for the sex tourism industry to be legalised or decriminalised in light ofthe forthcoming 2010 FIFA Soccer World Cup. The study further examines life orientation for learners and sex education for sex workers. Life orientation is examined as it may have an effect on students' perceptions towards the sex tourism industry. The training of tourism and hospitality staff is seen as a vehicle for combating one of the components ofthe sex tourism industry, namely, child sex tourism and, thus, it is necessary to examine a number ofits other components. The study briefly touches on life orientation, as a key element in ensuring that learners become competent members of society, and as a tool which assists in providing them with essential life skills. Sex education is seen as necessary for both learners and sex workers in order to enable them to comprehend their rights and choices in life. For the purposes ofthe empirical study, the researcher makes use of first year tourism students at an FET College to gain insight into a student's perspective of the sex tourism industry. The iv researcher makes use of students in order to obtain a varied perspective as the students hail from different walks oflife and have diverse views and opinions. Entry into prostitution comes as a result of one or more of a number of contributing factors such as poverty and human trafficking. The contributing factors are researched and are explained in the literature review. The need to conduct the study emanates from the fact that the sex industry forms a large part of the tourism industry and it is a growing industry in South Africa. The research focuses on two areas: the students' perceptions of the sex tourism industry and the social impacts that the sex tourism industry can have upon society. The research methodology includes a literature search followed by the data collection for the empirical survey. The data collection procedure is explained in detail in the relevant chapter. A combination of the qualitative and quantitative approaches are followed for the· empirical survey. Such an approach is also known as a ''triangulative approach". The empirical survey together with the ensuing statistical analysis are conducted in collaboration with the CPUT registered statistician. The responses to the questionnaire are statistically analysed by the statistician, after which the results are described and interpreted by the researcher. The study finds that the majority of students do not want the sex tourism industry to become legalised and perceive the sex industry as immoral. The social impacts of the sex tourism industry can be harmful to society and the study found that the majority ofstudents understood the impact the industry can have and the role that education plays in reducing a few ofthese selected impacts. Finally, a set ofrecommendations and a number ofconcluding remarks are made. A comprehensive bibliography is included.

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Van, der Merwe Nico. "Evaluering van die herimplementering van liggaamlike opvoeding in Suid-Afrikaanse skole / N. van der Merwe." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4486.

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According to the literature the status of Physical Education as school subject has declined considerably worldwide in many schools over the past twenty years. The concern about this decline in the presence and presentation of Physical Education in school curriculums across the world, initiated the “International Council of Sport Science and Physical Education‟s” (ICSSPE) investigation into the status of Physical Education in 167 countries and states. Hardman (2005) confirms that numerous governments legally committed themselves to offer Physical Education to children and young people, but due to several factors, this promise has not materialised. The most important outcome of this worldwide investigation is the World Summit on Physical Education in Berlin in 1999, organised by ICSSPE. More than 250 representatives of governments, inter-government organisations, non-governmental organisations (NGOs) and academic institutions of 80 countries from across the world, including South Africa, attended this summit. This summit was presented under the international supervision and protection of the “United Nations Educational, Scientific and Cultural Organization” (UNESCO) as well as the “International Olympic Committee” (IOC), with the co-sponsorship of the “World Health Organization” (WHO). Three weeks later, the Berlin Agenda or “Call for Action”, compiled at the World Summit, was presented for acceptance and support to “Ministers and Senior Officials reponsible for Physical Education and Sport” (MINEPS III) in Uruguay. With the acceptance of this “Call for Action” MINEPS III committed themselves to present and support quality Physical Education as a basic right of all children and young people in their different countries. Research Aim 1 of this study is: The evaluation of the re-implementation of Physical Education as subject in South African schools, and Research Aim 2 is: The analysis of the further implementation of Physical Education as subject in South African schools according to the Berlin Agenda. In 1994 Physical Education disappeared as a separate school subject in South Africa. With the implementation of Curriculum 2005 the subject was included as one of the outcomes of the Learning Area Life Orientation, and was systematically implemented from the Foundation Phase through to the FET Phase. Since the beginning of 2008 Physical Education has been a compulsory outcome of Life Orientation from Grade R up to Grade 12, with minimum ONE specified Physical Education period per week, per grade on every school timetable in South Africa. However, since the DoE-initiated countrywide training of 277 Life Orientation subject advisors in Physical Education in 2008, co-ordinated by the NWU (Potchefstroom Campus), there seem to be major problems with the implementation of Physical Education as outcome of Life Orientation. A quantitative research design, which included six phases and was supported by a limited qualitative set of data, was used in this research. Physical Education does not experience a very high status in South Africa. Insufficient teacher training (almost 50% of Physical Education staff have had no training), apparatus, facilities and support for the implementation of the subject increase the problem. If the government and National Department of Education wishes to honour the Berlin Declaration or “Call for Action”, it will have to speedily and seriously consider the recommendations in this research concerning training, apparatus, facilities, support as well as changes to the curriculum. Internationally the subject is under pressure, but countries such as Australia, England and the USA are serious about the subject. South Africa should speedily follow the same route as these countries and become serious about the re-implementation of Physical Education. As a democratic country, quality Physical Education for children and young people is the obligation and responsibility of the government, National as well as Provincial Departments of Education, school governing bodies, school management teams, teachers and parents. A lack of quality Physical Education can result in an unfit, overweight and uncompetitive sport population of children and young people in South Africa. Such an undesirable situation can cause negative a health-status, economic development as well as poor national and international sport results for an upcoming, developing country such as South Africa.
Thesis (Ph.D. (Movement Education))--North-West University, Potchefstroom Campus, 2011.

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Turner, Anna Jacomina Carolina. "Assessing the value of a South African-developed educational nutrition board game in selected Grade 4 primary school learners and their life orientation educators in the City of Cape Town district." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96060.

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Thesis (MNutr)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Objectives: To measure the impact on nutrition knowledge; to ascertain the opinions and practices related to nutrition and physical activity, tuck shop visits, and dietary quality of Grade 4 learners; as well as the perceptions on and acceptability of the ‗Fun Food Game‘ (FFG) as nutrition education tool as evaluated in selected Grade 4 learners and educators. Design: A before-after, experimental study with analytical components. Setting: A purposive sample of four schools in the City of Cape Town district of the Western Cape province. Schools A and B in a higher socio-economic area served as intervention school (HIS) and control school (HCS), whereas schools C and D were in a lower socio-economic area and served as intervention school (LIS) and control school (LCS). Subjects: Grade 4 English-speaking boys (n=85), girls (n=90) and Life Orientation educators (n=10). Methods: Pre-tested questionnaires were used to determine change in nutrition knowledge, opinions and practices, both related to nutrition and physical activities in a pre-and post-setting, as well as the perceptions on and acceptability of FFG as a nutrition education (NE) tool for Grade 4 learners and educators. A ‗Dietary Diversity Questionnaire‘ was used to establish the ‗Dietary Diversity Score‘ (DDS), and to note tuck shop visits. Questionnaires were pre-tested in a pilot study. Results: Increased nutrition knowledge and improved opinion on nutrition and physical activities were measured in all schools, but practices related to nutrition and physical activities as well as visits to the tuck shop showed mixed results. In the pre- and post-setting, a DDS of 5 was measured in the HIS and HCS, with a DDS of 5 in the pre- and 6 in the post-setting in the LIS and LCS. Fewer learners had a DDS<4 in the post-setting. Consumption of most food groups and eating breakfast were higher in the post-setting. Bringing lunch boxes to school scored lower in the intervention schools. More tuck shop visits were reported in the LIS and LCS. Most (80% n=8) educators indicated a strong need for NE for themselves. All educators indicated self-learning as a means of familiarising themselves with the content of NE. Sources of nutrition advice included magazines (90% n=9), the Internet (80% n=8) and textbooks (70% n=7). A strong need for NE was expressed by all educators; however, they stated that it should not increase their work load. Educators ‗strongly agreed‘ that the educational nutrition board game FFG can be classified as ‗Health Promotion‘. Overall, learners indicated that playing FFG was a positive experience. Conclusion: Playing FFG and/or having an increased awareness regarding nutrition and physical activities at schools could have had a positive impact on nutrition knowledge and behaviour that could have resulted in positive behaviour, but no definite conclusion can be made in this regard. Nutrition behaviour was more positively influenced in the lower socio-economic schools. Implementing the Health Promoting Schools concept, where Nutrition Education Programmes form part of a multi-component strategy, is recommended.
AFRIKAANSE OPSOMMING: Doel: Om die impak van voedingskennis, opinies en praktyke verwant aan voeding en fisiese aktiwiteite, snoepiebesoeke asook dieetkwaliteit van Graad 4 leerders te bepaal, sowel as die persepsie en aanvaarbaarheid van ‗Fun Food Game‘ (FFG) as hulpmiddel in voedingsopleiding soos geëvalueer deur geselekteerde Graad 4 leerders en -onderwysers. Ontwerp: ‗n Voor-na, eksperimentele studie met analitiese komponente Omgewing: ‗n Doelbewuste groepskeuse van vier skole. Skole A en B in ‗n meer gegoede area het as intervensie skool (HIS) en kontrole skool (HCS) gedien, terwyl skole C en D in ‗n minder gegoede area as intervensie skool (LIS) en kontrole skool (LCS) gedien het in die Stad Kaapstad distrik van die Westelike Provinsie. Deelnemers: Graad 4 Engelssprekende seuns (n=85), dogters (n=95) en Lewensoriënteringsonderwysers (n=10) Metodes: Voorafgetoetsde vraelyste is gebruik om te bepaal of voedingskennis, opinies en praktyke beide verwant aan voeding en fisiese aktiwiteite, voor en na die studie verander het, asook die persepsie en aanvaarbaarheid van FFG as ‗n hulpmiddel in voedingsopleiding vir geselekteerde Graad 4 leerders en onderwysers. ‗n Dieetdiversiteit Vraelys (‗Dietary Diversity Questionnaire‘ – DDQ) is gebruik om ‗n Dieetdiversiteit Telling (‗Dietary Diversity Score‘ – DDS), sowel as snoepiebesoeke te bepaal. ‗n Loodsstudie is uitgevoer om die vraelyste te toets. Resultate: ‗n Toename in voedingkennis en verbeterde opinies oor voeding en fisiese aktiwiteite is in alle skole gevind, maar praktyke oor voeding en fisiese aktiwiteite, asook snoepiebesoeke het gemengde resultate getoon. In die voor- en na-toetsing is ‗n DDS van 5 in HIS en HCS bepaal, met ‗n DDS van 5 in die voor- en 6 in die na-toetsing in LIS en LCS. Minder leerders het ‗n DDS<4 in die na-toetsing gehad. Inname van die meeste voedselgroepe sowel as ontbyt het in die skole toegeneem. Die bring van kosblikke het in die intervensie skole verminder. Die hoogste frekwensie snoepiebesoeke kom voor by die LIS en LCS. Meeste (80% n=8) onderwysers het ‗n sterk behoefte aan voedingsopleiding vir hulself aangedui. Alle onderwysers dui aan dat die inhoud van voedingskennis deur selfleer verhoog word. Tydskrifte (90%, n=9), Internet (80%, n=8) en handboeke (70%, n=7) word as bronne van voedingsadvies beskryf. ‗n Sterk behoefte vir opvoedkundige voedingsopleiding is deur al die onderwysers aangedui, maar sonder dat dit hul werkslading moet verhoog. Die onderwysers is ―sterk oortuig‖ daarvan dat die opvoedkundige voedingsbordspeletjie FFG, as ―Gesondheidsbevordering‖ geklassifiseer kan word. In die algemeen het leerders dit baie positief ervaar om FFG te speel. Samevatting: Die speel van FFG en/of ‗n groter bewusmaking van voeding en fisiese aktiwiteit wat by die skole plaasgevind het, kon ‗n positiewe impak op voedingskennis en -gedrag gehad het, wat kon lei tot positiewe gedrag, maar geen definitiewe gevolgtrekking kan gemaak word in die verband nie. Voedingsgedrag in die mindergegoede skole is meer positief beïnvloed. Implimentering van die Gesondheidsbevorderende Skole konsep, waar Voedingsopleidingsprogramme deel vorm van ‗n multi-komponent strategie, word aanbeveel.

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Wentzel, Andrew. "Teachers' understanding of the roles required to respond meaningfully to HIV and AIDS challenges in primary schools in the Western Cape." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6099_1304658404.

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This research proceeds via a mixed methods paradigm using both qualitative and quantitative methods in a case study research design. A conceptual framework of mutually interacting variables influencing each other and impacting on and defining the roles teachers have to execute to deal effectively with HIV and AIDS challenges, is provided to facilitate the research process. This conceptual framework in conjunction with a theoretical framework which includes critical constructivist theory and the pedagogical models of Delors and Bronfenbrenner, guide the course of this study. The main recommendation of this study was that formal focused training should be given to teachers. This formal training should emphasise the role of the teacher as counselor, the teacher as an anti-stigma, anti-discrimination and anti-prejudice agent, a HIV-aware, HIV-competent and HIV-safe teacher and pastoral carer having the competence to deal with the practical issues around HIV and AIDS.

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Zulu, Gladstone Khulani. "Perspectives on a mediating role for effective teaching and learning of Life Orientation in the Further Education and Training (FET) Band in schools under the Pinetown District of KwaZulu-Natal Province, South Africa." Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1508.

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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2016
The inclusion of the subject, Life Orientation, in the school curriculum for a democratic education dispensation was the realisation of the recommendation of the National Education Crisis Committee or NECC (1992) in its research for a curriculum model for a post-apartheid society (CUMSA) and Educational Renewal Strategy (ERS). The NECC (1992: 79) emphasised that lifestyle education was essential for a post-apartheid curriculum in order to incorporate knowledge of and guidance on religion, economic education and physical education, to be directed at norms, values, personal convictions and attitude to life (including an emphasis on openness to and acceptance of the convictions and attitudes of others). However, studies have highlighted that Life Orientation is generally considered an appendage, an additional subject that is perceived as being of lesser importance in the school curriculum (Chisholm, 2000; Jansen, 1997; Christie, 1999). Such claims are based on the following facts: Life Orientation has the least number of periods in the school timetable; there is no formal assessment of the Life Orientation knowledge, skills, values and attitudes; learners’ performance in Life Orientation counts for less on their school-leaving certificates, than their performance in other subjects; and there is no accountability on the part of teachers with regard to learners’ performance in the subject. Therefore, results obtained in the subject do not add value in the certification process of the learner in the Further Education and Training (FET) Band. While reforms and changes have been introduced in the South African schooling curriculum for a democratic political and social dispensation, educational researchers (Chisholm, 2000; Jansen, 1997; Christie, 1999) have highlighted the challenges facing the successful implementation of the new curriculum. This study considers the mediation of the subject curriculum to be the main challenge in the successful implementation of the national curriculum statement, which provides teachers with guidelines on why, what and how classroom practice ought to be. Through the lens of the tuition of a specific subject, this study considers the competence of teachers in mediating Life Orientation in the FET Phase. This study attempted to answer the following research questions: • What paradigm informs the mediation strategies of teachers of Life Orientation? • How do teachers’ mediation strategies align content, intended outcomes and assessment for daily learning activities? • Why do teachers perceive their mediation strategies as being congruent with the attainment of the Life Orientation curriculum statement and learning outcomes? This study targeted teachers involved in the teaching of Life Orientation in the FET Phase: that is, Grades 10, 11 and 12 teachers in schools in the vicinity of the Pinetown District. A mixed method design was used to investigate teachers’ perceptions and competencies in teaching Life Orientation in the Further Education and Training band. Both quantitative and qualitative data collection instruments were used to collect data from the participants. The researcher used open-ended questionnaires for data collection with regard to the perspectives on a mediating role for the effective teaching of Life Orientation in the FET band. The research was conducted with Grades 10, 11 and 12 Life Orientation (L.O.) teachers. There are 167 secondary schools under Pinetown District and the questionnaires were administered in 30 of the 167 secondary schools. A total of 60 teachers, that is, 2 teachers per school, teaching Grades 10, 11 and 12 were used as respondents to the questionnaires in order to answer the research question. The purpose of the survey questionnaire was to collect information regarding L.O.’s academic value, L.O. teachers’ preparedness and L.O. mediation strategies. Interviews were also used to collect qualitative data from the participants who were teachers who teach Life Orientation in the FET phase. According to McMillan and Schumacher (2010), in-depth interviews use open-response questions to obtain data on participants’ meanings regarding how individuals conceive of their world and how they explain or make sense of the important events in their lives. According to the collected data, the participants felt very strong about the importance and the academic value of the subject LO in the FET curriculum. They emphasised that the subject was invaluable in the effective teaching of the learners at this stage in order to prepare them for future careers and as future citizens. They felt a need for the subject to be recognised and to be treated with some degree of the value it deserves within the curriculum. It was mentioned by the participants that the teachers who teach the subject have to be well-prepared and trained, and also that they need to have a specialised knowledge and understanding for the effective teaching and learning of the subject to happen. Over and above they have to be passionate about the subject, and be willing to sacrifice their time and talents to develop themselves and to teach better. A variety of mediation strategies that are learner-centred were identified as the best strategies to teach the subject, in order to improve and develop learner knowledge and understanding around the subject. Strategies that keep learners fully involved in their learning and development were seen as the best strategies. Participants felt that learners learn better when they find information on their own and when they interact with others to develop knowledge and understanding. This study recommends that Life Orientation must be treated in the same manner as other subjects in the curriculum and that this needs to be shown in the allocation of time to teach the subject. It is very disturbing to learn that this subject is sacrificed a lot to benefit other priority subjects in the FET curriculum. It should always be remembered that this subject was introduced for the purpose of a holistic development of the learners. With the identified academic value of the subject, L.O., it is without doubt that the subject is indispensable within the FET curriculum.

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Stark, Katharina. "Still unequal? : The impact of social identities on girls’ access to sexual and reproductive health and rights in South Africa." Thesis, Uppsala universitet, Teologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-265897.

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Sexual and reproductive health and rights (SRHR) are human rights, thus they should be universally accessible. Young women and girls are often considered a disadvantaged group with low access to human rights. Various feminist scholars have highlighted gender inequality as the cause of this marginalisation. Intersectionality scholars instead argue the marginalisation of women to be more complex. The approach emphasises that oppressed women and girls are not only discriminated because of their gender but that the prevalence of intragroup discrimination hampers them from accessing their rights. This thesis aims to study if and how social identities, more specifically class and ethnicity, affect adolescent girls’ access to sexual and reproductive health and rights within the South African school realm. A case study is conducted on the south coast of KwaZulu-Natal, focusing on secondary- and high school teachers and on how the subject Life Orientation is implemented to create access to SRHR. Empirical results of the study indicate that class- and ethnic belonging impacts the access of female students to their rights in various ways. Monetary resources, information and knowledge influence social identities and access to SRHR in Life Orientation. As well as overall school conditions, including level of school violence and harassment. Finally, this thesis illustrates that privileged girls are also impeded from accessing their SRHR, due to the implementation of school fees. This system allows guardians to gain substantial influence and constrain school teachings of controversial topics.

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Garland, Azurdee M. "Assessing the Relationship between Student Involvement and Academic Performance in Higher Education." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/212.

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The study examined the relationship between the degree of involvement in co-curricular activities and academic performance, as measured by Grade Point Average (GPA) among college students enrolled at Western Kentucky University (WKU). Three hundred thirty-six sophomores were surveyed via TOPNET, an electronic registration management system, regarding their level of involvement in campus organizations and other factors, including employment status and gender. The cumulative GPAs and the number of credit hours in which the survey participants were enrolled during Fall Semester 2005 were obtained through a survey using TOPNET. Pearson product-moment correlations revealed statistically significant relationships between GPA and the number of student organizations in which they participated, officer status within student organizations, and the length of time of participation in student organization(s). The relationships were considered too weak to be of any practical significance. A statistically significant relationship was also found between number of credit hours enrolled and GPA.

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Badenhorst, Corlischa Amanda. "Graad 8-leerders se geleefde ervaring van die gebruik van fiktiewe karakters in die Lewensoriënteringklaskamer." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71871.

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Thesis (MEd)--Stellenbosch University, 2012.
Includes bibliography
ENGLISH ABSTRACT: The political and social changes that occurred after 1994 in South Africa, inevitably led to the emergence of a new educational era. Life Orientation (LO) was introduced as a new learning area within the Revised National Curriculum Statement (RNCS) and seeks to preventatively empower learners to take up their legitimate place as citizens within the national and international society (DoE, 2003:2). LO cannot only be liable for the holistic development of individual learners. The community in which learners grow up are faced with unique challenges that will inescapably influence their development. I highlight the influence of “Ubuntu” and “Ukama” on the process of becoming of each individual and therefore use the ecosystemic perspective as a theoretical framework for this study. I reflect on my own experiences within the LO classroom that led to the creation of fictional characters and case studies as a teaching strategy. In this study I distinguish between case study as a teaching strategy and a research methodology. I determine the lived experiences of Grade 8 learners in a secondary school where this teaching strategy was used within the LO classroom. A case study as research methodology is used where qualitative data was produced through personal documentation. A random sample of ten participants from the case study is used to obtain a thorough understanding of their lived experiences. Qualitative data was further produced by twenty individual and two focus group interviews with the sample group. I used the constant comparative method to ensure that I identify the units of meaning and discuss the findings on the basis of three categories. First, the data indicated that the participants found guidance through the case studies of the characters. Secondly, it appeared that the experiences of the characters influenced the participants’ decision making processes. Thirdly, the data indicated that participants used this teaching strategy as a platform to voice their own personal emotions and experiences. On the basis of Gilles Deleuze (in Wallin, 2010) and Magdeleine Grumet (1981) this study emphasizes the potential role that an evolving, active form of curriculum can play in the becoming processes of each individual learner and teacher. I conclude by recommending that uniqueness and diversity must be encouraged within the classroom to ensure that curriculum will not be a homogeneous policy document, but that it will be active and developmental in nature. I use the work of Wallin (2010), Sutton and Martin-Jones (2008) and Grumet (1981) to offer new insights about the pedagogical making process within the South African context.
AFRIKAANSE OPSOMMING: Die politiese en sosiale veranderinge wat na 1994 binne Suid-Afrika plaasgevind het, het onvermydelik gelei tot die ontstaan van ŉ nuwe opvoedkundige era. Lewensoriëntering (LO) was as ŉ nuwe leerarea binne die Hersiene Nasionale Kurrikulumverklaring (HNKV) bekendgestel en poog om op ŉ voorkomende wyse leerders te bemagtig om hul geregmatige plek as burgers binne die nasionale, sowel as internasionale samelewing op te neem (DvO, 2003:2). LO kan nie alleen aanpreeklik gehou word vir die holistiese ontwikkeling van individuele leerders nie. Die gemeenskap waarbinne die individuele leerders groot word het sy unieke uitdagings en sal daarom onwillekeurig hierdie ontwikkelingsproses beïnvloed. Ek beklemtoon daarom “Ubuntu” en “Ukama” se invloed op die individu se wordingsproses en gebruik die ekosistemiese perspektief as ŉ teoretiese raamwerk vir hierdie studie. Ek reflekteer oor my eie ervarings binne die LO-klaskamer wat aanleiding gegee het tot die ontstaan van fiktiewe karakters en gevallestudies as onderrigstrategie. In hierdie studie onderskei ek tussen gevallestudies as onderrigstrategie en navorsingsmetodologie. Ek bepaal die geleefde ervaring van graad 8-leerders in een sekondêre skool waar dié onderrigstrategie in die LO-klaskamer gebruik word. ŉ Gevallestudie word as navorsingsmetodologie gebruik waar kwalitatiewe data deur persoonlike dokumentasie geproduseer is. Ten einde ŉ deeglike begrip te verkry van die gevallestudie se geleefde ervaring is ŉ ewekansige steekproef van tien deelnemers gebruik. Kwalitatiewe data is verder deur twintig individuele en twee fokusgroeponderhoude met hierdie steekproef geproduseer. Ek het deurgaans die konstante vergelykende metode om eenhede van betekenis te identifiseer gebruik en bespreek my bevindinge aan die hand van drie kategorieë. Eerstens dui die data aan dat deelnemers leiding uit die gevallestudies van karakters ontvang het. Tweedens blyk dit of die ervarings van die karakters die deelnemers se besluitnemingsproses beïnvloed het. Derdens dui die data aan dat deelnemers hierdie onderrigstrategie as ŉ platform gebruik het wat hulle in staat gestel het om uiting aan hul persoonlike emosies en ervarings te gee. Ten slotte beklemtoon hierdie navorsingstudie aan die hand van Gilles Deleuze (in Wallin, 2010) en Magdeleine Grumet (1981) se werk die potensiële rol wat ŉ ontwikkelende, aktiewe vorm van kurrikulum in die wordingsproses van elke individuele leerder en opvoeder kan speel. Ek beveel daarom aan dat uniekhede en diversiteit binne die klaskamer aangemoedig moet word ten einde te verseker dat kurrikulum nie as ŉ homogene beleidsdokument aanvaar word nie, maar dat dit aktief en ontwikkelend van aard sal wees. Ek gebruik die werk van Wallin (2010), Sutton en Martin-Jones (2008) en Grumet (1981) om nuwe insigte rondom die pedagogiese wordingsproses binne die Suid-Afrikaanse konteks aan te bied.

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Klopper, Audrey. "Effektiewe lewensvaardigheidsopleiding vir grondslagfase-onderwysstudente / Audrey Klopper." Thesis, North-West University, 2004. http://hdl.handle.net/10394/637.

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The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning methods for training had to be identified to achieve outcomes in the most effective way. New methods of presentation and assessment had to be exploited to address the new challenge of reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions in South Africa had to be determined so that general outcomes and guidelines for effective training of Foundation Phase student teachers in Life Skills could be established. A literature study was done to determine the nature of Life Skills for Foundation Phase student teachers. Four outcomes were identified were identified from this study, namely health promotion, promotion of the environment, development of human potential and the promotion of moral, cultural and religious values as main components of Life Skills. In addition a literature study was done on effective teaching-learning methods which should be applied to ensure effective Life Skills training for student teachers. The four most important components or essential features that should be considered during the facilitation of Life Skills for Foundation Phase student teachers, namely the lecturer, student, learning environment as well as the aim of teaching, including teaching content and assessment were set out. After questionnaires regarding the nature of training for Foundation Phase student teachers in Life Skills were sent to institutions for higher education and the responses were statistically analysed, it was possible to make a number of findings and recommendations. From the empirical research it became clear that the identified outcomes were also valued and applied by lecturers at other institutions for higher education. Furthermore, it became apparent that active teaching learning-methods and self-regulated learning are valued as important aspects of effective teacher training. Skills should not only be practised during contact sessions, but learning environments should be extended. It should include a variety of contexts like community service, practical teaching experience at schools under supervision of mentors as well exposure to diverse and multicultural teaching learning-environments. By effective planning and organising, it is possible for lecturers to guide students to become self regulated and effective learners within the context of reduced contact time.
Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.

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Pienaar, Pieter Abraham. "Exploring the impact of narrative arts activities on the self-concept of Grade 9 learners in group context." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10172008-145446.

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Hammoud, Rim. "Le travail collectif des professeurs en chimie comme levier pour la mise en œuvre de démarches d'investigation et le développement des connaissances professionnelles : contribution au développement de l'approche documentaire du didactique." Phd thesis, Université Claude Bernard - Lyon I, 2012. http://tel.archives-ouvertes.fr/tel-00762964.

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Le questionnement de la thèse émerge d'un contexte de réforme, en France, de l'enseignement des sciences en lycée qui met au centre du curriculum les démarches d'investigation (DI). Notre étude se situe au moment exact de la décision institutionnelle d'intégrer les DI dans l'enseignement de la chimie en classe de seconde. La mise en place des DI engendre une nouvelle complexité du travail des enseignants qui questionne à la fois leurs pratiques, leurs ressources et leurs connaissances professionnelles. Nous nous sommes proposé de saisir le développement professionnel des professeurs en chimie, particulièrement tourné vers les DI, à partir de leur documentation, c'est-à-dire du travail sur les ressources qu'ils réalisent pour accomplir leur enseignement, particulièrement de la part de ce travail qui prend place au sein de collectifs. L'étude est conduite sur deux études de cas. Dans la première, il s'agit d'un professeur que nous avons suivi, sur deux années consécutives, au sein d'une diversité de communautés professionnelles, parmi lesquelles une communauté associative a pris une place prépondérante. La deuxième étude de cas concerne une enseignante suivie sur une année au sein de communautés ordinaires d'un établissement scolaire. Dans les deux cas, l'étude s'intéresse plus particulièrement à l'enseignement du thème de la quantité de matière en classe de seconde, du fait de l'importance et de la complexité de ce thème d'enseignement au niveau du lycée. La thèse propose des développements théoriques et méthodologiques pour saisir le travail des enseignants, dans ses composantes individuelles et collectives, dans son unité et sa dynamique, en classe comme hors classe. Elle met en évidence le potentiel qu'a le travail collectif pour le développement professionnel des enseignants dans la perspective de DI.

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Gibson, Alexandra Farren. "Beyond coming out: lesbians' stories of sexual identity in the context of a historically white university." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002490.

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Substantial contributions have been made by lesbian and gay developmental theorists in understanding the development of lesbian and gay sexual identities, or what has come to be known as the coming out process. “Coming out of the closet” has become a central metaphor, in western contexts, for the recognisable process gay men and lesbians undergo in order to claim a relatively stable and enduring sexual identity, while overcoming obstacles such as heterosexism. Lesbians’ sexual identities are examined in this thesis through a Foucauldian lens which is fused with a narrative-discursive perspective. The aim of this study is not to trace a progressive development of identity, but rather to consider how lesbians in this study are located within a specific context, namely, a historically white university in post-apartheid South Africa, and how their identities are dynamic products of ever-shifting socio-historical spaces. Eight lesbians’ stories are analysed using the narrative-discursive method, which allows for a consideration for how the construction and negotiation of identities is shaped and constrained by social and discursive conditions. The women in this study do utilise the concept of coming out to some extent in their stories, but this narrative does not entirely account for their experiences. Instead, these women’s accounts reflect the way in which they personally experience heterosexism, and how they constantly negotiate their sexual identities within certain social and geographical spaces. When the nuances of lesbians’ contexts are taken into account, it becomes clear that claiming a lesbian identity is more than just about “coming out”, and rather about an on-going process of identity management.

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Tlhabane, Enid Manyaku. "The training needs of life orientation educators in the Mabopane district." Diss., 2004. http://hdl.handle.net/10500/1955.

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Life Orientation is one the learning areas which was introduced by Curriculum 2005 in the General Education and Training band. Its inclusion in the Further Education and training curriculum from 2005 is indicative of its unsurpassed importance to learners. However, these changes have brought about challenges and uncertainty among educators. A literature study was done to discuss the concepts of Life Orientation content, the role of educators, the skills Life Orientation educators should possess and adolescence. The different approaches in relation to the teaching of Life Orientation were also explained. A survey study, using a quantitative research design, was done to investigate educators' response on their knowledge of Life Orientation content, Life Orientation skills and adolescent development. The results of the study indicate that Life Orientation educators lack confidence in these three areas. Therefore, educators require training to equip them to cope with the challenges of the learning area, Life Orientation.
Educational Studies
M.Ed. (Specialisations in Guidance and Counselling)

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Diemont, Alix. "Changing minds : Training educators to use drama as an alternative method for life orientation teaching." Thesis, 2008. http://hdl.handle.net/10539/5835.

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South Africa’s education system has undergone substantial changes in the last ten years. The shift to Inclusive Education attempts to provide all learners, regardless of their disability, learning difficulty, or disadvantage with access to education (Department of Education1, 2001). Curriculum 2005, in the context of an Outcomes Based Education (OBE) philosophy was an attempt by the Education Department to address the inadequate ‘Bantu’ education of the past. OBE was intended to replace teacher-centred approaches by encouraging children to become actively involved in the learning process, to gain knowledge as well as skills, and to think independently and creatively (DoE, 1998b). School ‘subjects’ of the past were changed to ‘Learning Areas’ some undergoing dramatic shifts in content and teaching strategies. These new Learning Areas also emerged with alternative assessment practices. Life Orientation (LO) is one such learning area. Many educators were suddenly required to teach these new Learning Areas, despite having little or no training in them. As a result many educators experienced frustration with the demands now placed upon them, and some felt unable to teach effectively. This study used a qualitative actionresearch design to obtain an in-depth understanding of the educators’ capacities to change their teaching practices in their Life Orientation classrooms. Six educators in a public primary school setting participated in a series of workshops aimed to introduce them to drama methods to be used in their Life Orientation teaching. The workshops were highly experiential in nature and were designed with the specific personalities and needs of each educator in mind. The results of the research indicate that educators are highly responsive to training, provided that they feel acknowledged as individuals and provided that the training builds upon their current expertise rather than attempting to change their practices altogether. Another key finding from the training was the opportunity for the educators to engage in the training as human beings with their own difficulties and frustrations being openly acknowledged. Many of the educators experienced the workshops as therapeutic and reported that this made the training both useful and personally fulfilling.

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Mothiba, Dikeledi Rahab. "ABET educator empowerment : a case study in the Limpopo Province." Thesis, 2005. http://hdl.handle.net/10500/1681.

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This study is a systematic, objective investigation of educator empowerment, where the researcher explores the perspective of ABET educators. This study is presented against the backdrop of striking a balance between the conventional curriculum and Curriculum 2005 (OBE) because they exhibit a variety of challenges, anomalies and imbalances which led to the Revised National Curriculum Statements which will be implemented in 2006. It is informed by the fact that educators, if empowered, form an integral and central feature of changes in educational centres, especially in teaching adult learners to be able to assist their school-leaving children so as to improve provincial matric results, for example. The researcher focused on educators of ABET in Limpopo Province as the unit of analysis in this study. Interactive, cooperative, peer teaching, dialogic meditation, group and team teaching, constructivism and human resource development, reflective and multi-level approaches, are discussed with a particular focus on educator empowerment, including in-service training programmes. The researcher regards ”church settings” (her term) as inappropriate for effective teaching as they reduce educators to preachers and learners to congregants. This occurred as a result of the failure to recognise the importance of educator-learner, learner-learner and educator-educator interaction in the past curriculum. The study argues that the approaches mentioned are appropriate for this study. Educator empowerment is a lived-in and continuous process, monitoring and evaluating of in-service training to ensure quality. It was therefore necessary to develop a research design that would make it possible to enable educators to implement the new curriculum. Qualitative research is based on an in-depth inquiry which captures an educator's personal perspectives and experiences. Focus groups and in-depth interviews, which exemplify qualitative methods, were seen to be the best research tools in gathering the data for this study. The respondents, were UNISA ABET certificate students, and also professional educators at formal schools. They showed zeal in improving the educational situation. Their responses led to the model which has been developed in the thesis, culminating in uplifting the teaching profession and handling its multi-level led dynamic in an interactive and cooperative manner and reflecting in their experiences so that purposes of the National Qualifications Framework can be attained.
Educational Studies
D.Ed. (Didactics)

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Toddun, Susan. "The learning area life orientation within outcomes-based education." Thesis, 2000. http://hdl.handle.net/10500/16211.

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The introduction of Outcomes-Based Curriculum 2005, has meant that the learning area of Life Orientation has undergone significant changes. These changes encompass both the scope of the learning area of Life Orientation, and the implementation of Life Orientation. The aim of this investigation has been to examine the implications of Outcomes-Based Curriculum 2005, for Life Orientation as well as to propose a method of assisting this implementation. The training of facilitators has met with mixed results and there is still confusion surrounding Curriculum 2005, and the learning area of Life Orientation. The development of an implementation model was therefore proposed and developed to assist Life Orientation facilitators to make the transition from a theoretical understanding to the practical implementation. The results of the study determined that the facilitators were overwhelmingly in support of the implementation model. They found it provided a logical and comprehensive framework, which would be helpful in assisting them with planning their learning programmes. In order to understand more fully the effectiveness of the implementation model in the classroom reality, it will however be necessary to undertake a study over a longer term with participating facilitators. A number of other issues also were investigated as part of this study. From this it was determined that facilitators feel they require more training to implement an Outcomes-Based appro'ach particularly with regard to assessment. Facilitators have also not yet fully understood what constitutes the learning area of Life Orientation, nor their tasks as a facilitator.
Psychology of Education
D. Ed. (Psychology of Education)

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Shah, Zahira. "Professional development of educators : an illuminative evaluation of INSET for life orientation." Thesis, 2012. http://hdl.handle.net/10539/11376.

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In-service education and training (INSET) has become a key vehicle for the professional development of educators in the school context. However, its role and impact has yet to be fully comprehended. This study resulted from the realization that educators often attend short training courses without being tracked or monitored afterwards. Using an illuminative approach to evaluation, this study aimed to establish the impact of INSET on educators’ ability to effectively implement the Life Orientation (LO) curriculum, after attending national INSET in 2005. It was also important to gauge if educators had gained the knowledge and skills to deal with emergent issues not addressed during the training. The field of adult education offered a particular lens through which I aimed to look at both LO and INSET. The sample selected for this study consisted of three teachers teaching at co-educational government schools in Johannesburg, who attended the 2005 Gauteng provincial training in LO for grade 10. Data collection methods included questionnaires, naturalistic observations, semi-structured interviews and document analysis. The findings of this study suggest that the success of this INSET programme depends heavily on the individuals who attend them and their personal experiences and beliefs. The study concluded that for educators to implement LO effectively they would not only have to develop professionally but they should also be committed to lifelong learning.

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Shefer, Tamara, and Catriona Macleod. "Life orientation sexuality education in South Africa: gendered norms, justice and transformation." 2015. http://hdl.handle.net/10962/d1018868.

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[From introduction] Research on sexual practices among young South Africans has proliferated in light of the national imperatives to challenge the spread of HIV/AIDS, gender-based violence and unwanted early pregnancies. It has been widely acknowledged that, in order to respond to these social problems, we need to understand the enmeshment of gender, class, age and other forms of social inequality, and how these are played out in ‘normal’ heterosexual relationships. Life Orientation (LO) sexuality education programmes have been viewed as key locations for incorporating education to challenge negative assumptions in respect of HIV/AIDS, gender-based violence and unwanted pregnancy and to promote safer, equitable and non-violent sexual practices. There is a paucity of work that interrogates the LO sexuality education programme in terms of gender norms, gender justice and gender transformation. In the handful of studies conducted on school-based sexuality education in South Africa, researchers have foregrounded a number of challenges, including the dominance of a guiding metaphor of danger and disease in the sexuality education component of LO manuals (Macleod, 2009); educators using a transmission mode of teaching to the exclusion of participation and experiential modes of learning (Rooth, 2005); educators understanding sexuality education as chiefly addressing the provision of information concerning, and prevention of, HIV/AIDS (Francis, 2011); teachers’ preference for abstinence-only education taught by means of a series of moral injunctions (Francis, 2011); and the avoidance of discussions of sexual diversity, and the endorsement of compulsory heterosexuality when same-sex relationships are mentioned (Francis, 2012). Recent research has also highlighted the variation in how teachers approach sexuality education. Francis and DePalma (2014) indicate that, while teachers may promote abstinence as the only appropriate choice for young people, they also recognise the value of teaching relationships and safe sex (aspects associated with comprehensive sexuality education). In their study, Helleve et al. (2009) report that Grades 8 and 9 LO teachers felt confident in teaching HIV and sexuality. This special issue of Perspectives in Education builds on this research by drawing together several papers that examine how LO or Life Skills sexuality programmes challenge and/or reproduce normative constructions of gender and gendered power relations. All the papers use qualitative research to locate these programmes within the complex contexts of their enactment, drawing attention to the multiple possibilities and limitations of such programmes. In the next section, we summarise the key problematics addressed in each of the papers. What curiosities drove the studies conducted by these researchers interested in gender dynamics in schools and LO or Life Skills sexuality education? Why are these curiosities important? We then highlight the key findings that emerged from these curiosities and the nuanced data collected. Finally, and most importantly in terms of the aims of this special issue, we address the ways in which a critical gender lens that facilitates gender transformation and gender justice could possibly be incorporated into LO or Life Skills sexuality programmes.

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Chen, Yu-Yu, and 陳育瑜. "Encountering and Transforming in Life Stories of Middle-aged Women Educators :Narrative Pedagogy Orientation." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/wx96gk.

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博士
輔仁大學
心理學系
103
The study is based on two of the difficulties encountered in middle-aged women educators for the study, a family escape responsibility, fear of emotional burden, another sucked care of the family as a natural duty, but because marriage problems began to find themselves. Two middle-aged people encounter different problems, but because in the Field of Education meet and open the possibility of change each other's lives. This study is used Narrative Pedagogy , from both sides began to narrate their own stories, and the exchange of each other's stories and found some of the different parts of the overlapping stories in the context of two stacked, see overlap In the context of two bodies of different attitudes and opinions, to viewbox transfer body and the location of the body to redefine the past to be the impact of social, economic and cultural factors shaping the visual frame and is now found to be able to move into each other viewbox Start the possibility of change. Recalling the life of the family to escape the body and find the root of fear, gain strength from the life story of another body, and gradually improve family relations; find themselves the subject have begun to attach their feelings, to create their own space and time, and adjust their roles in the family and the center of gravity. Narrative Pedagogy is a reciprocal of research, not only can produce action and practice force in academic research, the future of self-transformation can generate more momentum in the education community.

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Mthembu, Mthokozisi Priscilla. "Educators' experiences of the implementation of the life orientation learning area: an initial investigation." Thesis, 2014. http://hdl.handle.net/10210/9714.

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M.Ed. (Sociology of Education)
The study aims to investigate the educators' perceptions of the implementation of the Life Orientation learning area in schools. The investigation arose from the fact that Life Orientation is a new learning area introduced in the Foundation and Senior Phase as part of Curriculum 2005. The aim of this learning area is to empower learners in a holistic manner to live meaningful lives in a society that demands rapid transformation. However, the implementation of the outcomes-based approach as expressed in Curriculum 2005 in general, and in particular in the newly developed Life Orientation learning area, has proved to be complex and resulted in negativity on the side of teachers. The question addressed in this study is: What are educators' perceptions of and experiences of the implementation of the Life Orientation learning area in their schools? The aim for this study is to provide curriculum developers and educational teacher trainers with a clearer picture of the facilitation of the Life Orientation learning area. »:> The research method used included literature review of the nature and aims of the Life Orientation learning area within the framework of Curriculum 2005. An empirical investigation of teacher's perceptions of the Life Orientation learning area and its implementation was performed using both the qualitative and the quantitative approaches. Respondents were selected from a purposeful sample of schools representing former Model C schools, informal settlement schools as well as township schools. The following findings from the investigation deserve mention: • • The majority of educators emphasised the need to improve the quality of training in the Life Orientation learning area. The training facilitators need to be equipped with the knowledge and skills, as well as relevant resources and teaching aids to provide effective training for educators. Most educators enjoyed teaching Life Orientation as they realised that it focussed on real life issues, coping skills as well as learner development in various aspects (physical, emotional, social, spiritual and intellectual). The aim or purpose of teaching Life Orientation is to provide learners with useful skills to cope with useful skills to cope with life and its challenges, as well as to mould them to adulthood...

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"Educators' experience in teaching guidance in life orientation in primary schools in an informal settlement." Thesis, 2010. http://hdl.handle.net/10210/3238.

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M.Ed.
The importance of teaching guidance in the life orientation learning area, particularly in four primary schools in an informal settlement of Daveyton in the Ekurhuleni District cannot be over-emphasised. The researcher believes that learner achievements and success depend on the balance between educator’s experience, knowledge and consistent training, including the use of appropriate and relevant skills to impart knowledge to the learners. In order to achieve the intended objectives, schools require well-trained and qualified life orientation educators to execute this monumental task with great insight, skill and passion. This study focuses on the lived experiences of educators who are teaching guidance in life orientation in Grade Eight in four primary and informal settlement schools in Daveyton, in schools with predominantly black African learners. Different situations and problems are encountered by learners in Grade Eight in primary and informal settlement schools. Learners are quite often unable to manage these issues in their day-to-day living. Under such circumstances the principal, the school management team and class educators are often obliged to intervene almost on a daily basis. As a consequence the smooth delivery of the entire curriculum is often disrupted. Research has shown that the high rate of school leavers in South Africa nationally, from Grade Eight to Grade Twelve reveals that learners are not taught enough knowledge and skills in teaching guidance life orientation learning area. As a result they do not complete senior primary and secondary school, and they drop out of school with life skills which are inadequate to face the demands of life. This qualitative study was conducted in an attempt to answer the research question: What are the lived experiences of educators who teach guidance in life orientation in four primary schools in informal settlements schools in Daveyton at the Ekurhuleni District Schools? The data was collected through in-depth interviews. They were audiotaped and transcribed.

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Wu, Mei-Lan, and 吳美蘭. "A Study of the Construction of the Index for Drug Education in Elementary School-- Life Education Orientation." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/d284z8.

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碩士
國立臺北教育大學
教育學系生命教育碩士班
103
This study aimed to construct the drug education capacity index of life education orientation in elementary school, and as school teachers in the implementation of drug education courses to life education-oriented reference. First, with literature analysis collected domestic and foreign elementary schools’ Life Education and Drug Education status (life education in elementary school stage is integrated into the teaching subjects; drug education has formal curriculum in the fitness field, the Government also introduced such as anti-drug echinacea sports) and related research, prepared of the capacity index of drug education in elementary school-- Life Education Orientation’s preliminary. Second, according to the “correction type”of Modified Delphi Technique, the advice of education administrative, addiction prevention physicians, life education, drug education, teaching and counseling related field experts’ views, and “the capacity index of drug education in elementary school--Life Education Orientation” was revised. The five dimensions included: biological dimension: including two themes, “drug information” and “drug abuse and harm”; psychological dimension: including two themes, “self-worth” and “stress relieving”; social dimension: including two themes, “legal norms” and “resources of drug abuse prevention”; behavioral dimension: including one theme, “self-management”; spiritual dimension: including three themes, “creative value”, “experiential value” and “attitudes value” were constructed. Finally, there were five dimensions, ten themes and 24 indicators in this research. Based on the above findings, some recommendations were suggested and applied as reference to elementary teachers and future scholars.

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Dissertations / Theses on the topic 'Life orientation educator'

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