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Faculty of Arts and Design

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Has files: YesSubject: search.filters.subject.Competency-based education--South Africa

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    An investigation into classroom management in an outcomes-based education context : implications for parents and governors
    (2004) Govender, Loganayagie; Prosser, Julia Judith
    Since 1994 South Africa has been undergoing political change and this has impacted tremendously on education. There have been major shifts in education policy, structures and curriculum. Since the introduction of the new curriculum which is Outcomes-Based Education, educators, learners, parents, school governors and principals have been faced with numerous challenges and have also been confronted with a variety of problems
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    An investigation into management skills required by junior primary school principals of the Amanzimtoti district in the implementation of curriculum 2005
    (1999) Made, Ntokozo Harriet Beryl; Prosser, Julia Judith
    In 1992 the National Education Co-ordinating Committee published a National Education Policy Investigation (NEPI) report in which emerging curriculum alternatives for South Africa were discussed. In 1994 the National Department of Education sponsored discussions which led to the introduction of Curriculum 2005, a curriculum based on outcomes (OBE). OBE represents a paradigm shift from a system emphasising syllabus and content to one where prescribed outcomes are of critical importance. Workshops were conducted by the National and Provincial Departments of Education and NGOs to introduce and train Grade 1 teachers in OBE. Some principals reported that they were invited to one-day workshops on OBE. This study is an investigation into the management skills required by Junior Primary school (Foundation Phase) principals in the Amanzimtoti District in the implementation of Curriculum 2005. This is an exploratory study of the role of the principal in the implementation of
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    A self study of curriculum design for the teaching and learning of isiZulu as an additional language in primary schools in the Maye babo! series
    (2012-09-10) Soni, Sumithra Jaysooklal; Pratt, Deirdre Denise
    This autoethnographic self study tracks my new ways of knowing in the various roles I play from daughter (passive recipient) to curriculum designer (active analytical composer). It retells my journey in the teaching profession at a school in Durban, in South Africa. The story occurs during a period when schools were racially desegregated in order to address the anti-apartheid policies that were prevalent prior to the first democratic elections in 1994. The story captures the challenges I faced during the transformation era in education and how I went about addressing two of the main challenges I faced: 1. Cultural diversity in racially desegregated schools. 2. Teaching isiZulu as an additional language as a pioneer, non- mother tongue teacher of learners with mixed abilities in an environment deprived of resources in terms of mentorship, and teacher/learner resource material. This study reveals how the challenges I experienced were, in retrospect, the disguised opportunities that led to my growth from teacher to textbook writer. It gives an account of the “behind the scenes making”, of the Maye babo! series, with a view to offer an exemplar for curriculum development. The study uses autoethnography (Ellis 2004) as a method to bring to life the teaching of isiZulu as an additional language in South Africa. It defines some of the difficulties experienced by teachers during a transformation era in education. In this study I clarify the relationship between Outcomes Based Education and the National Curriculum Statement (NCS), as well as where the Curriculum and Assessment Policy Statement (CAPS) is located within the NCS. More importantly, I use the tacit knowledge gained from intuition and experience to demonstrate how these policies can be applied in the classroom to achieve effective learning, an aspect often ignored in in-service teacher education. Readers (particularly teachers) will resonate with the experiences described in the stories, and, in so doing, gain a better understanding of themselves and their teaching practices; this might provide the much needed optimism amongst teachers, and might motivate and inspire them to grow professionally. The personal benefit in writing this thesis is that it renewed my place in the academic world, and more importantly, it has satisfied my quest for self realisation. Through personal exploration, questions such as who am I? and how did I become? reveal my evolvement. This project has been a soul satisfying and enriching journey. It is hoped that this study will in some way contribute to the transformation in education process in post liberation South Africa.
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    Teachers' understanding and implementation of the design process as it relates to teaching Technology Education in the intermediate and senior phases (Grades 4-9) in the General Education and Training Band in KwaZulu-Natal
    (2012-09-03) De Jager, Maria Louisa Elizabeth; Singh, Penny
    Outcomes-based education compelled South African teachers to make an important paradigm shift in education from a teacher-centred approach to a learner-centred approach. This paradigm shift in teaching and learning emphasised an active participation of learners which necessitated Technology Education (TE) teachers to restructure their teaching strategies in terms of the National Curriculum Statement (NCS). Conducted within a constructivist paradigm, this study was based on Shulman‟s (1986, 2004) theory of pedagogical and content knowledge, and Vygotsky‟s (1978) zone of proximal development within social constructivism. Using a mixed method approach, this study investigated teachers‟ understanding and implementation of the design process as it relates to teaching TE in the intermediate and senior phases (Grades 4–9) of the General Education and Training Band in KwaZulu-Natal. The study also considered the training of TE teachers in a bid to facilitate teaching and learning in the classroom and to enable learners to become creative and critical problem solvers. Analysis of the questionnaire and semi-structured responses revealed that teachers were interpreting and implementing policy differently and that they were not adequately trained to teach TE. As a result, classroom practice in terms of teaching and learners‟ experience of the design process in TE also differed. Valuable lessons were learned in this study for the structuring of training programmes for teachers in Technology Education to enhance teaching and learning in the classroom. Therefore, based on the findings, this study makes recommendations regarding teaching, learning, assessment, and training of teachers in TE.