An investigation on the opinions of teachers on the policy implementation of life orientation curriculum: a case study of five schools in Cofimvaba Education District
- Authors: Matshikiza, Spokazi
- Date: 2014
- Subjects: Curriculum-based assessment -- South Africa , Curriculum planning -- South Africa , High school teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/679 , vital:26487 , Curriculum-based assessment -- South Africa , Curriculum planning -- South Africa , High school teaching --South Africa
- Description: The purpose of this study was to investigate the opinions of teachers on the implementation of Life Orientation curriculum in five schools of the Cofimvaba Education District. In 1994, there were so many changes in South Africa which brought educational transformation at the fore front and centre of all discussions about the changes in general. The curriculum was reviewed and perceived as a guide meant to reflect the values and principles for envisaged learner such as human rights, social and environmental justice with a high level of skills, values and knowledge. Life Orientation as a compulsory subject that was introduced in the epitome of these changes and presents South Africa with the opportunity of providing a meaningful contribution to its youth and mainly as a partial solution to various social problems. The bottom-up model was used to explain the data which was collected from 5 schools in Cofimvaba district using structured interview schedule The schools selected were based in the rural areas of Cofimvaba District and the number of participants interviewed were 15 teachers with different educational qualifications. The data was then arranged and sorted into common themes as well as tallying and ranking of the responses. This was done in order to uncover the main issues that make the findings of the current study. The data collected revealed that some of the Life Orientation teachers from the GET Band (school 2: 3 teachers, school 3: 6 teachers and school 5: 2 teachers) did not receive any training nor support from the Department of Education on implementing Life Orientation and that resulted to implementation difficulties in their schools. However, some teachers that were interviewed in school 1, 2 (3 teachers) and in school 4 joyfully responded by informing the researcher that the Department of Education was supportive to such an extent that the department has provided study material, teaching material, annual teaching plan and also organised support workshops for them. Although that was the case, some schools (2, 3 and 5) are still experiencing some shortages in terms of teaching materials as they go to the neighbouring schools for support. Though there was support that was given by the Department of Education to Life Orientation, it is still inadequate as it could not cater for all the needs of the schools. In addition, the challenges faced by the above mentioned schools may also result in the provision of unbalanced LO curriculum implementation. Support and monitoring is crucial aspect when it comes to implementation of a certain learning area especially when dealing with Life Orientation. This is an easy subject to deal with since it entails issues of life, therefore, whatever support that needs to be provided in future will be appreciated in order to the teachers to be able to implement the curriculum according to its expected standards.
- Full Text:
- Date Issued: 2014
- Authors: Matshikiza, Spokazi
- Date: 2014
- Subjects: Curriculum-based assessment -- South Africa , Curriculum planning -- South Africa , High school teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/679 , vital:26487 , Curriculum-based assessment -- South Africa , Curriculum planning -- South Africa , High school teaching --South Africa
- Description: The purpose of this study was to investigate the opinions of teachers on the implementation of Life Orientation curriculum in five schools of the Cofimvaba Education District. In 1994, there were so many changes in South Africa which brought educational transformation at the fore front and centre of all discussions about the changes in general. The curriculum was reviewed and perceived as a guide meant to reflect the values and principles for envisaged learner such as human rights, social and environmental justice with a high level of skills, values and knowledge. Life Orientation as a compulsory subject that was introduced in the epitome of these changes and presents South Africa with the opportunity of providing a meaningful contribution to its youth and mainly as a partial solution to various social problems. The bottom-up model was used to explain the data which was collected from 5 schools in Cofimvaba district using structured interview schedule The schools selected were based in the rural areas of Cofimvaba District and the number of participants interviewed were 15 teachers with different educational qualifications. The data was then arranged and sorted into common themes as well as tallying and ranking of the responses. This was done in order to uncover the main issues that make the findings of the current study. The data collected revealed that some of the Life Orientation teachers from the GET Band (school 2: 3 teachers, school 3: 6 teachers and school 5: 2 teachers) did not receive any training nor support from the Department of Education on implementing Life Orientation and that resulted to implementation difficulties in their schools. However, some teachers that were interviewed in school 1, 2 (3 teachers) and in school 4 joyfully responded by informing the researcher that the Department of Education was supportive to such an extent that the department has provided study material, teaching material, annual teaching plan and also organised support workshops for them. Although that was the case, some schools (2, 3 and 5) are still experiencing some shortages in terms of teaching materials as they go to the neighbouring schools for support. Though there was support that was given by the Department of Education to Life Orientation, it is still inadequate as it could not cater for all the needs of the schools. In addition, the challenges faced by the above mentioned schools may also result in the provision of unbalanced LO curriculum implementation. Support and monitoring is crucial aspect when it comes to implementation of a certain learning area especially when dealing with Life Orientation. This is an easy subject to deal with since it entails issues of life, therefore, whatever support that needs to be provided in future will be appreciated in order to the teachers to be able to implement the curriculum according to its expected standards.
- Full Text:
- Date Issued: 2014
Assessing education's relevance to industry needs and the impact on graduate employability: a case study of UFH communication graduates
- Authors: Siwela, Ntandokazulu
- Date: 2011
- Subjects: Graduate students -- South Africa , Curriculum-based assessment -- South Africa , Educational evaluation , Employability -- South Africa
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11425 , http://hdl.handle.net/10353/571 , Graduate students -- South Africa , Curriculum-based assessment -- South Africa , Educational evaluation , Employability -- South Africa
- Description: The 21st century has seen nations becoming more competitive yet ironically more interdependent as their future becomes even more dependent on the knowledge, skills, and resourcefulness of its people, creating new opportunities and difficulties for education, (Power, 2000). The education-work-society interdependency has therefore become more important now than ever. It is also because of this triad-interdependency that tertiary education‟s relevance to industry needs has become a crucial issue in societal development. The ever changing needs of South Africa, the unemployment rate, introduction of new technologies and many other ripple effects of globalization have seen more and more pressure mounting on the South African education system as more and more people try to ensure that the education system answers the crucial challenges of the country today and tomorrow.The discussion below provides a detailed account of the context, in which this discourse on curriculum relevance takes place, highlighting some relevant cornerstones of the Reconstruction and Development Programme, (RDP, 1994). Furthermore, this chapter exposes the key research questions and significance of the study. The subsequent chapter 2 gives an account of what other scholars have said on issues of curriculum relevance, development and the South African Higher Education system. Chapter 3 explains the research methodology as a research process used to investigate the problem in question. In this research study the researcher uses both quantitative and qualitative design (online surveys of three groups, these are the graduates, prospective employers and the lecturers). The analysis is based on quantitative data and further substantiated through qualitative data analysis. The subsequent chapter tabulates and lays out the results according to the surveys. The final chapter discusses the findings and makes future recommendations.
- Full Text:
- Date Issued: 2011
- Authors: Siwela, Ntandokazulu
- Date: 2011
- Subjects: Graduate students -- South Africa , Curriculum-based assessment -- South Africa , Educational evaluation , Employability -- South Africa
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11425 , http://hdl.handle.net/10353/571 , Graduate students -- South Africa , Curriculum-based assessment -- South Africa , Educational evaluation , Employability -- South Africa
- Description: The 21st century has seen nations becoming more competitive yet ironically more interdependent as their future becomes even more dependent on the knowledge, skills, and resourcefulness of its people, creating new opportunities and difficulties for education, (Power, 2000). The education-work-society interdependency has therefore become more important now than ever. It is also because of this triad-interdependency that tertiary education‟s relevance to industry needs has become a crucial issue in societal development. The ever changing needs of South Africa, the unemployment rate, introduction of new technologies and many other ripple effects of globalization have seen more and more pressure mounting on the South African education system as more and more people try to ensure that the education system answers the crucial challenges of the country today and tomorrow.The discussion below provides a detailed account of the context, in which this discourse on curriculum relevance takes place, highlighting some relevant cornerstones of the Reconstruction and Development Programme, (RDP, 1994). Furthermore, this chapter exposes the key research questions and significance of the study. The subsequent chapter 2 gives an account of what other scholars have said on issues of curriculum relevance, development and the South African Higher Education system. Chapter 3 explains the research methodology as a research process used to investigate the problem in question. In this research study the researcher uses both quantitative and qualitative design (online surveys of three groups, these are the graduates, prospective employers and the lecturers). The analysis is based on quantitative data and further substantiated through qualitative data analysis. The subsequent chapter tabulates and lays out the results according to the surveys. The final chapter discusses the findings and makes future recommendations.
- Full Text:
- Date Issued: 2011
The development of a model for the assessment of the subject entrepreneurship and business management at the N4 level using an outcomes based education approach
- Authors: Olivier, Marina
- Date: 2002
- Subjects: Curriculum-based assessment -- South Africa , Competency-based education
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10781 , http://hdl.handle.net/10948/86 , Curriculum-based assessment -- South Africa , Competency-based education
- Description: The focus of this study is on assessment in an Outcomes Based Education environment. The question arises as to how assessment of Entrepreneurship and Business Management-N4 can be changed to suit an Outcomes Based Education approach. Action research was used as the research methodology and the findings were reported as case studies. A sample of three colleges in the Eastern Cape was chosen to take part in the study. Only two modules of the Entrepreneurship and Business Management-N4 syllabus were adapted to suit an Outcomes Based Education approach, as the students still had to write the normal external examination at the end of the semester as required by the Department of Education. In the first two cycles the participants implemented Outcomes Based Education in the classroom using only the resources available at the college for the old education system. During the third cycle the researcher implemented Outcomes Based Education in the classroom under the same circumstances, but with the advantage that the researcher benefited from the reflections of the first two cycles. In order for assessment to meet the requirements of an Outcomes Based Education approach, it was necessary to change teaching practices as well. Important aspects such as group work, new assessment methods, the role of resource materials and the training of lecturers were included in the study. At the end of the third cycle a model for the assessment of Entrepreneurship and Business Management-N4 was developed. Recommendations on aspects such as students, lecturers, resources and assessment were made.
- Full Text:
- Date Issued: 2002
- Authors: Olivier, Marina
- Date: 2002
- Subjects: Curriculum-based assessment -- South Africa , Competency-based education
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10781 , http://hdl.handle.net/10948/86 , Curriculum-based assessment -- South Africa , Competency-based education
- Description: The focus of this study is on assessment in an Outcomes Based Education environment. The question arises as to how assessment of Entrepreneurship and Business Management-N4 can be changed to suit an Outcomes Based Education approach. Action research was used as the research methodology and the findings were reported as case studies. A sample of three colleges in the Eastern Cape was chosen to take part in the study. Only two modules of the Entrepreneurship and Business Management-N4 syllabus were adapted to suit an Outcomes Based Education approach, as the students still had to write the normal external examination at the end of the semester as required by the Department of Education. In the first two cycles the participants implemented Outcomes Based Education in the classroom using only the resources available at the college for the old education system. During the third cycle the researcher implemented Outcomes Based Education in the classroom under the same circumstances, but with the advantage that the researcher benefited from the reflections of the first two cycles. In order for assessment to meet the requirements of an Outcomes Based Education approach, it was necessary to change teaching practices as well. Important aspects such as group work, new assessment methods, the role of resource materials and the training of lecturers were included in the study. At the end of the third cycle a model for the assessment of Entrepreneurship and Business Management-N4 was developed. Recommendations on aspects such as students, lecturers, resources and assessment were made.
- Full Text:
- Date Issued: 2002
A conceptual object-oriented model to support educators in an outcomes-based environment
- Authors: Harmse, Rudi Gerhard
- Date: 2001
- Subjects: Competency-based education -- South Africa , Curriculum-based assessment -- South Africa , Object-oriented databases
- Language: English
- Type: Thesis , Masters , MTech (Information Technology)
- Identifier: vital:10794 , http://hdl.handle.net/10948/47 , Competency-based education -- South Africa , Curriculum-based assessment -- South Africa , Object-oriented databases
- Description: The introduction of outcomes-based education (OBE) in South Africa has led to a new learner-centred approach with an emphasis on the outcomes that the learners need to achieve. With this learner-centred focus has come a greater need for record keeping. It is now necessary to track each learner’s progress towards the attainment of the learning outcomes. This progress is tracked in relation to assessment standards that are defined for every learning outcome. These assessment standards define the results expected of learners at certain stages in their development. The new OBE system has emphasised accountability and this is expressed in a requirement to keep evidence to justify the assessment results given. The large numbers of learners and the increased managerial demand of OBE cause problems to educators who may find themselves unable to keep track of the learners’ progress under such conditions. This dissertation investigates the structure of the new OBE system as well as its assessment and evidence requirements. From this the features required from a support system for educators in an OBE environment are determined. The supporting processes needed to enable these features to be implemented, as well as the storage requirements of such a system are identified. In addition to OBE, the field of Computer Integrated Learning Environments (CILEs) and Intelligent Tutoring Systems (ITSs) are investigated and useful details identified are added to the requirements for an OBE support system. The dissertation then presents an object-oriented conceptual model of the items that need to be stored in order to allow the features of an OBE support system to be implemented. The relationships between these items are also indicated in this model.
- Full Text:
- Date Issued: 2001
- Authors: Harmse, Rudi Gerhard
- Date: 2001
- Subjects: Competency-based education -- South Africa , Curriculum-based assessment -- South Africa , Object-oriented databases
- Language: English
- Type: Thesis , Masters , MTech (Information Technology)
- Identifier: vital:10794 , http://hdl.handle.net/10948/47 , Competency-based education -- South Africa , Curriculum-based assessment -- South Africa , Object-oriented databases
- Description: The introduction of outcomes-based education (OBE) in South Africa has led to a new learner-centred approach with an emphasis on the outcomes that the learners need to achieve. With this learner-centred focus has come a greater need for record keeping. It is now necessary to track each learner’s progress towards the attainment of the learning outcomes. This progress is tracked in relation to assessment standards that are defined for every learning outcome. These assessment standards define the results expected of learners at certain stages in their development. The new OBE system has emphasised accountability and this is expressed in a requirement to keep evidence to justify the assessment results given. The large numbers of learners and the increased managerial demand of OBE cause problems to educators who may find themselves unable to keep track of the learners’ progress under such conditions. This dissertation investigates the structure of the new OBE system as well as its assessment and evidence requirements. From this the features required from a support system for educators in an OBE environment are determined. The supporting processes needed to enable these features to be implemented, as well as the storage requirements of such a system are identified. In addition to OBE, the field of Computer Integrated Learning Environments (CILEs) and Intelligent Tutoring Systems (ITSs) are investigated and useful details identified are added to the requirements for an OBE support system. The dissertation then presents an object-oriented conceptual model of the items that need to be stored in order to allow the features of an OBE support system to be implemented. The relationships between these items are also indicated in this model.
- Full Text:
- Date Issued: 2001
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