Theses and Dissertations (Curriculum Studies)

Permanent URI for this collectionhttp://hdl.handle.net/2263/32287

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Konkretiseringsmoontlikhede van die Kleuterverhaal as terapeutiese medium
(University of Pretoria, 1997) Ferreira, G.V.; Van Schalkwyk, Rheta
The aim of this study was to investigate the possibilities of concreticising the p_r.eschooler tale) so that it can be used in the pedotherapeutic situation, thereby giving the preschooler the opportunity to experience the preschooler tale more concretely. This will result in the fact that the preschooler has sufficient understanding of the content of the tale, so that he can apply it in such a way that it has vital meaning in his everyday existence. When working with a preschooler in therapy the pedotherapist often experi~nces problems in choosing the appropriate technique because the verbal }lbilities and general development of the young child hamper therapy. In this· study the aim was to concreticise the preschooler tale by compiling and designing techniques which may be used successfully in pedotherapy. The empirical study was executed with the aid of semi-structured interviews based on an interview schedule. The opinions of experienced academics and authorities in the field of pedotherapy were collected. It was ascertained that there is scope for techniques to concreticise the preschooler tale in pedotherapy. It was found that there is use in concreticising the preschooler tale and that it will have a positive effect on the preschooler during pedotherapy.
Perceptions of community members on the role of the social environment in the design of HIV/AIDS training programmes in rural areas
(University of Pretoria, 2008-11) Fraser, William John; Mabitsela, Makgobelele Samson
Based on the perceived need to eradicate the spread of HIV/ AIDS epidemic among our rural communities, an investigation was conducted within the rural areas on how perceptions of the community members on the role of the social environment could influence the design of HIV/AIDS training programs in rural areas. Prior to the investigation however, it was important to establish whether there was a need for such programmes as HIV/ AIDS among our rural areas that will help the same community to fight against the spread of HIV/ AIDS among themselves. A situational analysis was conducted within a particular municipality in rural areas to establish whether the perceptions of these community within the rural areas HIV/AIDS among themselves. The interviews where conducted with fifteen respondents. The purpose of the interviews was to establish how their perceptions contribute to the fight against the disease and with regard to the role of social environment to design of HIV/ AIDS training programmes in rural areas. In order to determine the exact view of the community, the respondents were asked several questions based on HIV/ AIDS training programmes. The main aim of the investigation was to discuss how perceptions of community members on the role of the social environment could impact on the design of HIV/ AIDS training programmes in rural areas. The study was conducted using the qualitative research strategies such as interviews and focus group interviews. The respondent's experience of the investigation was to ascertain views on HIV/ AIDS matte. In rural areas for example matters related to HIV/ AIDS is regarded by majority as taboo since these communities are influenced by their own cultural beliefs and traditions. However most of the community members are eager to tackle HIV/ AIDS related matters as it is threatening their lives.
Pedagogical approaches in the use of technology for Visual Arts in Ghanaian high schools
(University of Pretoria, 2022) Steyn, Raita; paakojo.gh75@gmail.com; Bonney, Joseph
study has investigated pedagogical approaches to the use of technology in Visual Arts (VA) at Ghanaian High Schools. The research has focussed on how technology interacts with established pedagogical practices and the degree of influence it exercises on training learners as future creative thinkers and productive citizens. To this end, I suggested ways to bridge possible gaps between the established traditional teaching and learning methodologies and the innovative technology-based approaches in VA instruction. Through my research, I have realised the following objectives: a) I identified the technological tools currently used in teaching and learning in VA; b) I critically discussed the way and extent to which modern technology and traditional tools are being used in Ghana; c) I comparatively assessed the impact of technology versus traditional tools and established the educational role of using technology in VA class; d) I critically analysed the related challenges and problems; e) I proposed adopting modern technological tools to facilitate practical training for improving VA teaching and learning in the concerned schools. My research was guided by the following main question: How can integrating technology and traditional tools improve visual arts teaching and learning at the Ghanaian SHS? I have adopted the qualitative methodology, based on interpretivism and the epistemological stance of constructionism, which has proved the most suitable theoretical paradigm for my investigation. This approach, linked with the study's theoretical framework and ‘symbolic interactionism’, has assisted me as a guideline to move from theory to data and vice-versa. Through accurate information and awareness, the study aimed to incorporate technology as an additional medium in teaching VA constructively and productively. In this context, for the understanding and correct application by the involved teachers, I have identified and developed the TPACK model as a strategy for the effective VA instruction process. The choice of TPACK has helped me to understand how individuals interact with their environment and consequently interpret and give meaning to the surrounding objects and concepts. The study sample included four South districts, high schools, twenty-four VA participants, eight teachers, and sixteen learners' artworks in Eastern Ghana. The data collection comprised interviews, observation field notes, and photos of artworks. The study finds that the integration of ICT in VA education by teachers' inadequate understanding and proficiency. The study recommends creating awareness about the importance of ICT in teaching and learning, training VA teachers on integrating ICT into their subject, and providing them full access to ICT tools.
The design and development of instructional materials as a potential contributor to academic success of secondary school open and distance learners in Botswana
(University of Pretoria, 2015) Evans, Rinelle; mmaba.see@gmail.com; Seeletso, Mmabaledi Kefilwe
It is assumed that open and distance learning institutions develop study materials that can adequately engage learners with quality content that ought to contribute to their content mastery. However, despite interventions distance learners continue to underperform compared to those in the traditional classroom system prompting the concern that high drop-out and failure rates may be ascribed to the study materials. This mixed-methods case study - undertaken in Botswana - investigated the design and development of instructional study material as possible barrier to content accessibility. The study was informed by Sweller s Cognitive Load Theory (1980) which was used to evaluate the process of designing and developing instructional materials while Gorsky, Caspi and Trumper s Theory of Instructional Dialogue (2004) facilitated assessment of interaction with and within the selected study materials. The participants - five material developers, 176 learners and six tutors - were purposively identified and representative of remote, rural and urban sites. A document analysis of study materials was carried out as well as six semi-structured group interviews and twenty individual face-to-face interviews. A questionnaire survey was also undertaken with all the participants. Manual coding and SPSS were used for data analysis. Major findings of the study were clustered into three themes: inefficiency, inadequacy and imprecision with a key finding linked to English being used as a language of instruction. Non-alignment of materials with learner profile, language proficiency and the national syllabus remain problematic. The ODL institution concerned ought to establish a policy for quality assuring effective content design and development while the inclusion of information and communication technologies may create a more interactive learning experience, thus improving content mastery and academic progression.
Teacher agency and the new curriculum reforms in South Africa
(University of Pretoria, 2005) Jita, Loyiso C.; mahlangup@up.ac.za; Mahlangu, Thoko Poppy
Teaching is a profession that has a practical component that relies on the skilful application of knowledge. For the past ten years (1996 - 2005) and with the advent of Curriculum 2005, major changes have taken place in the underlying philosophy of education in South Africa. Curriculum 2005, which replaced the old traditional curriculum, encourages teachers to become more innovative and an emphasis is placed on the acquisition of skills, the application of knowledge and problem solving. In this study, the researcher considers teacher agency within the South African context. Teacher agency needs to be the priority of the National Department of Education. By teacher agency, the researcher refers to teachers having initiative, being innovative and also becoming responsible for their actions. Furthermore, this study also considers the influence of some educational structures on the exercising of teacher-agency. By structures, the researcher means both human and non-human structures, like circuits, district managers or documents in the form of circulars or policies. This study presents work on the life histories of two South African teachers. These teachers are an example of those teachers who, despite all forms of problematic structures, managed to pave their way into the exercising of teacher agency. The key concepts that were used to guide this study are: Empowerment, Autonomy and Ownership. Besides using the concepts mentioned above, the researcher also adopted Brubaker’s 1994 concept of “Non-Victim”, which also addresses a situation of a positive attitude of agency in difficult situations.
Developing writing competencies : a case study of educators' experiences with a READ Educational Trust training programme in primary schools
(University of Pretoria, 2008-10-28) Fraser, William John; krankapole@unisa.ac.za; Rankapole, Koena Jacobeth
Worldwide, the urgent need for educational reform led to the pressing need for educational transformation. Basically, educationalists, policy makers and business leaders of the world ascribe the educational transformation to various factors such as the global economy, technological inventions and the new organizations of work. Subsequently, pathways to improvement in schools have become less specific and more ambiguous than ever before. The dynamic interplay amongst internal factors, combined with the influence of external factors, does not lend itself well to one prescription for quality assurance and improvement in schools. In the past, traditional manufacturing sectors had their own interpretation of the concept of organizational improvement, whereby the worker was expected to be dependable and loyal, rather than develop thinking skills. Management was responsible for planning, creative thinking, leadership and control. Under the pressure of economic competition, however, many companies including schools are in the process of changing to so-called high performance work organizations. As a result, the provision of quality education has become one of the challenges facing the entire African continent. Hence there has been a variety of strategies implemented by the South African National Department of Education (DoE) in order to improve the quality of teaching and learning in schools, for example the Tirisano campaign that aims to involve all the stakeholders in schools. A large number of service providers were involved in the implementation of Tirisano, including the READ Educational Trust that offers outcomes-based language programmes to language educators, who in turn implement them in schools. The language programmes are aimed at equipping learners with basic language skills such as speaking, listening, reading, and writing. The ultimate goal for the initiative to encourage teamwork in the provision of education in South Africa is to ensure that people are able to comply with the high demands of the country’s labour market. Undoubtedly, good communication skills are a basic requirement for anyone to perform well in a turbulent work environment. It is against this background that organizations such as READ Educational Trust are actively involved in the provision of support through language programmes. This thesis reports on a case study of educators’ experiences with a READ Educational Trust’s language programme in primary schools.
Using action research as a curriculum development strategy
(University of Pretoria, 2006-10-03) upetd@ais.up.ac.za; Zondo, Sikhumbuzo Welcome; Dr K E Weber; Dr N Roos
The study examines the nature of the relationship between action research and curriculum development at the school level. The scope of the study covers a wide-ranging analysis of discourses underpinning curriculum development. As one of its central aims, the study investigates the role of educators as curriculum developers in grade 8, as an entry level at a secondary level. The study has two fairly distinct dimensions: a literature survey focusing on global trends and practices, and an empirical investigation focusing at the school (Nqaba High School). The literature study looks at global systems, trend and practises, and provides a suitable point of departure for a contextual analysis of the educators’ understanding and interpretation of the nature of the relationship between action research and curriculum development. Relying on observations and interviews as research techniques, the study’s research question investigates the understanding and interpretation of curriculum development as the educators’ role. The study’s findings all point to a preference for a common understanding and interpretation of the curriculum development process by all educators at the school level.
The effect of a girl-friendly science curriculum unit on the attitude of girls towards science
(University of Pretoria, 2006-10-01) smit@mweb.co.za; Smit, Francina Albertina; Dr A Hattingh
This study was undertaken to determine whether the implementation of a girl-friendly science unit had an effect on the attitude of girls towards science. In order to determine the above, the researcher developed a complete girl-friendly science unit. A checklist, which consisted of girl-friendly criteria, as defined in the study, was utilised to develop the unit. The complete unit was then implemented by three different teachers, as part of the daily curricular activities of the Grade 5 girls at an Afrikaans Primary school in Gauteng, over a period of six weeks. The boys were only involved for the purpose of behavioural comparisons. All three of the teachers attended a workshop, prior to the implementation, to establish consensus on ‘girl-friendly’ classroom practice and teaching strategies. Several instruments and techniques, such as interviews, questionnaires and observation sheets were used to gather data. The results of the data were analysed to answer the research questions. An interesting finding that emerged from the data was that the girl friendly unit did have a positive effect on the attitude of girls towards practical work. However, the learning material was not the only factor that had an influence on their attitude towards science. According to the girls, the teachers’ behaviour, classroom practice and other school factors had an even greater influence on their attitude towards science. Two of the three teachers were still discriminating against girls in a very subtle manner and one of the teachers even felt that the girl-friendly unit were a form of reverse discrimination, which in turn filtered through to the learners. Finally, it can be concluded that the challenge to influence the attitude of girls positively towards science, appear to be more than merely implementing a girl-friendly unit. Teachers, administrators, and school communities should all work together to promote the development of girl-friendly science in order to encourage girls to take science subjects.
The perceptions and practices of Grade 10 educators in the implementation of the National Curriculum Statement (NCS)
(University of Pretoria, 2009-08-27) vicmot@webmail.co.za; Phanyane, Victor Mothebe; Prof E Weber
This is a qualitative study about the perceptions and practices of Grade 10 educators in the implementation of the National Curriculum Statement (NCS). It is based on interviews with teachers, observations of their lessons, and the analyses of relevant documents. This study draws on the literature on policy and practice. It seeks to understand how the government’s policy intentions and goals regarding curriculum change are translated into practice, on the ground. The research also seeks to understand and explain what teachers think and what they do. It argues that these are critical factors in implementing education reform because they determine the degree to which people at the local level adapt what emanates from the top. Curriculum change is mediated by and through teachers. Their voices have not sufficiently been taken into account in South Africa when policies affecting their work have been formulated and implemented. In addition, the contexts within which teachers work play an important role in their classroom practices and teaching styles. We need to take these contexts into account and tailor our reforms accordingly if we are to effect real change. In particular, we need to pay special attention to the roles played by teacher professional development and collegial collaboration in schools. It is hoped that this research will assist officials at the district level, in fine-tuning policy and supporting teachers in schools under their control. Interpretive qualitative research tries to understand the meaning people have about their world from their own perspectives and ideas. The study employed a case study design. It was conducted in the Temba/Moretele district, North West. Case studies are intensive investigations of particular groups of individuals, units, or organizations. I used a sample of twelve Grade 10 educators who a) had attended the Curriculum Statement training course in the district and b) who were implementing it in the second year. These educators worked at 5 of the 33 high schools in the district. Purposeful sampling is based on the idea that the people and events selected for research are chosen because they are interesting and suitable, rather than being representative. The educators were chosen because they enabled me to address the problems about policy and practice I wished to address. I interviewed the teachers, observed their lessons and studied all supporting documents in their files. Among the emerging findings are:

Educators embrace the NCS innovations, but they feel that they have not been adequately prepared to implement these reforms.

Educators indicated that there were no prior consultations with them when NCS was introduced.

Factors that influence implementation: shortage of the learning and teaching support material; high teacher learner ratios which contribute to the increased workload; too much paperwork.

Group work as a teaching strategy is over-utilized and has shortcomings.

Learner performance is low.

Lesson planning by teachers can be improved.

Greater teacher collaboration, professional development, and departmental support.

Based on an analysis of these and other findings, policy recommendations will be made Copyright
Investigating the opportunities and challenges for professional growth created through a process of developing learning support materials
(University of Pretoria, 2005-05-19) Dr L Jita; kimdraper@mweb.co.za; Draper, Kim
Science and maths teachers in Mpumalanga were selected to participate in a Japanese International Cooperation Agency (JICA) funded programme of professional development, the Mpumalanga Secondary Science Initiative or MSSI. The basis for the professional development is the formation of clusters of schools, organised by the curriculum implementers (CIs) in the province and lead by cluster leaders (CLs). Clusters are expected to meet regularly to work together towards their own professional development. The University of Pretoria (UP), in collaboration with the Mpumalanga Department of Education (MDE) and members of Japan International Cooperation Agency (JICA), have supported the CIs and CLs by participating in the development and distribution of learning support materials in the form of study guides for use by the teachers in the cluster meetings as well as in the science classrooms. As the CIs and CLs are involved in the development of the materials, the process of development is expected to contribute to their professional learning and growth. This case study investigated some of the opportunities for professional learning and growth that the materials development processes provide, the challenges to professional growth, and the lessons that can be learnt from such a process. The study shows that involving CIs in materials development provides rich opportunities for professional growth and a chance to take ownership of the process and product. However, organisational constraints, time, and inadequate subject content knowledge of participants pose serious challenges to the processes. While the MSSI has been effective in setting up a province-wide system of clusters providing professional development opportunities to all teachers in the province, it has not been as effective in providing a learning environment for its CIs, CLs or teachers to developing effective learning materials in the future. If these constraints are not properly addressed, it will seriously impede the value of professional growth opportunities that the CIs as MSSI leaders can be provided with in the materials development processes.
Evaluation of a constructivist teacher education programme
(University of Pretoria, 2007-08-04) mrmolefe@gmail.com; Molefe, Maseabata Rose-Mary; Prof T de Kock
The study addresses the issues and pursues arguments related to teachers’ competence in South Africa. The study presents a curriculum analysis of a Postgraduate Certificate in Education (PGCE) in the Faculty of Education at University of Pretoria, based on a constructivist learning principle. The research questions addressed were:

What are the theoretical principles underpinning the curriculum design of the PGCE programme?

How does the process of teaching and learning in the PGCE programme align to the constructivist principles?

How do the experiences displayed by the beginner educators indicate an alignment with the constructivist principles?

Using a critical theory’s propositions, the research approach was qualitative, designed as an evaluative case study. The evaluation process was facilitated through various forms of data collection strategies; document analysis, observations, informal conversational interviews and standardized open-ended interviews. This study has substantiated and argued the interplay between theory and practice on the constructivist learning principles. The key principles to teacher education are; building of an individual practice theory through reflection and action research, monitoring and encouraging learning from experience, emphasising the importance of understanding ‘self’ if one wants to become a professional educator and the seriousness of establishing working partnerships in training teachers. Because teacher education is a point of contention over competing issues and because there are several stakeholders involved, it all needs to be put together when conceptualizing teacher professionalism. Tracer studies on professional development of the beginner educators from this constructivist teacher education programme throughout the school practices and into the first year of teaching can be worthwhile to research.
Perceptions of community members on the role of the social environment in the design of HIV/AIDS training programme in rural areas
(University of Pretoria, 2008-09-03) upetd@up.ac.za; Mabitsela, Makgobelele Samson; Prof W J Fraser
No abstract available. Copyright
Exploring an integrated development plan for service delivery in a local municipality
(University of Pretoria, 2009-07-27) molapisi@lantic.net; Molapisi, Mafereka Paulus; Mr J T Bekker
This dissertation focuses on the perceptions of the community leaders and officials of Thabazimbi Municipality regarding an Integrated Development Plan there. Various methods were used to elicit the views of these participants concerning the challenges and opportunities facing this plan. South Africa has been experiencing difficult situations in previously disadvantaged areas owing to the lack of service delivery. In addition, many communities have resorted to violence, which causes political instability. The purpose of the study was to determine whether the Integrated Development Plan interventions could rectify the current situation. Literature on integrated development policies and legislation was investigated. A qualitative research method was adopted to gather information; data were collected by means of interviews, and audiotaped. Data were analysed and arranged in terms of the same factors investigated during the interviews. The literature review was important to elucidate and explore different intervention strategies that could result in establishing why the Integrated Development Plan did not provide solutions after its implementation. The findings from the literature review concluded that the intervention framework for the Integrated Development Plan should allow room for flexibility to adequately accommodate other local municipalities with regard to contexts, needs, strengths, opportunities and weakness. Other role players in middle managerial positions could have been involved to enhance improvements in local municipalities. The findings indicated that much effort has to be made by officials to develop a partnership with the community, which could cause its members to own the Integrated Development Plan. The National Government should ensure that the municipality is capacitated to understand why an Integrated Development Plan could be a tool that could provide equitable service delivery to all. The above factors exert a strong influence on the Integrated Development Plan and need to be implemented correctly to achieve the mandate for service delivery in the Municipality. Finally, the primary outcome of this research project is to contribute new knowledge in the field, which expands new opportunities for practitioners, and maximizes the implementation of developmental policies in local municipalities. Copyright
Computer integration teaching and learning in a middle school
(University of Pretoria, 2007-07-15) bokgoba@telkomsa.net; Molotsi, Abueng Rachael; Dr C Raseale; Prof J C Cronje
The rapidly changing technology causes work environment to become more and more complex and schools are among those structures that are affected by this change. Technology has revolutionised the workplace and call for every individual in a workplace to face the challenge and this in turn would improve working skills and productivity. The study took place at Kgaugelo middle school in the Brits district which is 50km from Pretoria. The school is among those that have already engaged computers in their curriculum to augment teaching and learning. The purpose of this study was to examine the effectiveness of computer integration into teaching and learning in a middle school. The questions used to address the purpose of the study are listed below: • What are the critical success factors for effective learning in computer integration in a middle school? • How does the educators’ role contribute towards the effectiveness of computer integration into teaching in a middle school? • What is anticipated from learners to ensure effective learning in computer integration in a middle school? The instruments used to gather the data were questionnaires, interviews and observations. Educators and Grades Seven and Eight learners of the school were the target population and the source of information. The collected data was analysed through descriptive statistic and presented in tables and graphs for better interpretation and understanding. The results have shown conclusively that most of the learners’ responses were in line with the most views provided by the different writers concerning computer integration into teaching and learning. The only aspect which was inadequately done was that the majority of learners was not as yet at the stage of collecting information and used it valuably. Again, based on the findings, most of the educators raised the following concerns pertaining to computer integration into teaching and learning: • lack of formal training and planning; • difficulties in adopting computer integration; • lack of facilities and financial assistance to the schools; and • computer phobia. The results also show that most of the tasks that were expected to be performed by learners were not effectively carried out. This indicates that there is a great need to give attention to issues that were anticipated from learners to ensure effective learning in computer integration. However, there were only two conclusive matters, that the majority of learners had general computer skills and ability to play computer games.
The dynamics of theory and practice in instructional systems design
(University of Pretoria, 2004-02-25) Cronje, Johannes Christoffel; devillmr@unisa.ac.za; De Villiers, Mary Ruth
This study investigates the dynamics of theory and practice in the design of instructional systems, learning events and learning environments, with a view to synthesizing an integrated metamodel as a framework to facilitate effective learning in systems which use computer technology as a tutor, tool, or environment. This framework can be used as a design aid by instructional designers and instructor-designers, or as a tool to examine existing learning events from the viewpoint of learning and instructional-design theory. The research contributes to inquiry into learning theory by an in-depth study of the elements of the framework itself, investigating how they function in different contexts and contents. Following an extensive literature survey, the researcher synthesizes a concise integrated framework of learning theories and instructional design practice from the cognitive family. This framework, the Hexa-C Metamodel (HCMm), is generated by a process of criterion-based textual filtration through effectiveness criteria, and encompasses the theoretical concepts of constructivism, cognitive learning and knowledge/skills components as well as the practical characteristics of creativity, customization and collaborative learning. Using mainly qualitative ethnographic methods within the contexts of action research and development research, case studies are undertaken, applying the elements of the HCMm as an inquiry toolset to investigate three diverse learning events to determine what they reveal about the practice of effective and motivational learning. The learning events - a computer-based practice environment, an Internet-based course, and a fieldwork project - were selected due to the researcher's close involvement with each intervention. Information from the evaluations of the learning events is then used to further examine in-depth the theories and characteristics which comprise the tool, as well as their interrelationships and ways of implementing them in domains that differ in context and content - distinguishing particularly between well-structured and ill-structured domains.
Human Resource development in radiography education: A Search for excellence in a time of change
(University of Pretoria, 2005) Fraser, William John; amochifefe@ul.ac.za; Mochifefe, Mamoyagabo Anna
Globalisation is affecting all social sectors, including education in ways that was never thought of before. In South Africa the most changing environment is probably the education sector. Higher education institutions in particular are constantly forging ways to develop the human resource capital for the country despite the shrinking financial resources. The increased demand for quality education, greater efficiency, accountability and national viability constantly challenge academics such that they can no longer wait for management to provide them with the necessary skills and competences. The times are calling for academics to take initiatives to develop themselves for improved performance in their primary roles and in the education of the learners. This study was undertaken to determine the changing nature of radiography as a profession and field of specialization, the development needs of radiography educators and the preferred strategies that could be used to develop the necessary skills and competences. A qualitative research design was employed and data collected through the literature review and interviews. Unstructured questions were used in the interviews to obtain an in-depth understanding of the situation. Challenges faced by academic radiographers in South Africa were explored and new competences required by academe during the time of change explained. Focus was put on the primary functions of academe and that includes teaching, research, community service/service learning and learner supervision strategies that can be used to improve the role of academe were described. Conclusions and recommendations regarding human resource development of academe were drawn from the literature review and the empirical investigation.
An investigation into facilitating learning via the whole brain model in the Study Unit of Toothmorphology
(University of Pretoria, 2007-01-09) De Boer, Ann-Louise; Du Toit, Pieter Hertzog; upetd@up.ac.za; Oosthuizen, Marthinus Phillipus
Please read the abstract in the section 00front of this document
School - Based Assessment: the interface between Continuous Assessment (CASS) and the external summative examination at Grade 12 level with special focus on Mathematics and Science
(University of Pretoria, 2005-12-06) Howie, Sarah J.; Plomp, Tjeerd; singh.r@doe.gov.za; Singh, Tholsiama
In 2000, the Minister of Education, Professor Kader Asmal announced that all learners exiting the Further Education and Training band as from 2001 must accumulate marks in the subjects offered at Grade 12 through a process of Continuous assessment (CASS) (DoE, 2001d). Apart from indicating the value of CASS to the external summative component in the ratio of 25% for CASS and 75% for the summative examination, there were and there still is no other policy to regulate the conduct of CASS at Grade 12 level. The situation is worsened by the non-preparation of educators to cope with the challenges of CASS implementation. This study focuses on the implementation of CASS in Mathematics and Science since there is a body of firm evidence, which indicates that, the results in Mathematics and Science in South Africa is not very good. The TIMSS-R study conducted in 1998/1999 indicates that South African learners performed poorly in Mathematics and Science when compared to other participating countries (Howie, 2001). Since it has been established that continuous assessment conducted in a formative manner in subjects such as Mathematics and Science can lead to improved academic performance (Black&Wiliam, 1998), it is essential that attention be given, and initiatives taken to improve the quality of assessment in these critical subjects. In the analysis of the 2001 Senior Certificate examination, it became evident that the CASS marks of learners in many instances were not valid (SAFCERT, 2000a). To address the concern of inflated CASS marks, Umalusi resorted to the use of statistical moderation to ensure that the CASS marks do not deviate drastically from the examination marks of learners. This predominantly quantitative study makes use of surveys to gather data on the problems and challenges experienced by Grade 12 educators in the effective implementation of CASS and the kinds of support provided to educators to strengthen and to sustain the effective implementation of CASS in the classroom. In addition, the study seeks to examine to what extent the Grade 12 CASS marks are fair, valid and reliable. Data was collected from a non - random sample of 21 subject advisors and 60 educators of Mathematics, Biology and Physical Science across six provinces namely, Eastern Cape, Northern Cape, Limpopo, KwaZulu - Natal, Gauteng and Mpumalanga and across all locations (rural, township and urban). Individual interviews were also conducted with four experts on CASS from national, provincial and district levels and an official from Umalusi. It is apt to end this abstract by indicating that, “our education system has been subjected to many far - reaching initiatives which, whilst taken in reaction to concerns about existing practices, have been based on little evidence about their potential to meet those concerns. In the study of formative assessment there can be seen, for once, firm evidence that indicates clearly a direction for change, which could improve standards of learning. Our plea is that national policy will grasp this opportunity and give a lead in this direction” (Black&Wiliam, 1998).
Recognition of prior learning (RPL) : in search of a valid and sustainable mechanism for South Africa
(University of Pretoria, 2005-12-06) Howie, Sarah J.; heyns@iafrica.com; Heyns, Johanna Petronella
On its own, the Recognition of Prior Learning (RPL) is not a solution to either inequalities or unemployment, but it is an important strategy to address access to education and training for those previously excluded (SAQA, 2003a, p. 31) This study deals with the search for valid and sustainable mechanisms for the implementation of the Recognition of Prior Learning (RPL) in South Africa. Some of the elements that facilitate implementation include stringent quality criteria and common benchmarks that build trust in the process and ensures the protection of the integrity of the system. In an education and training system, which is subject to intense change, RPL has an important contribution to make to the opening up of access to education and training for individuals previously denied the privilege.
Perceptions of school principals of HIV/AIDS awareness campaigns in public schools
(University of Pretoria, 2005-12-06) Maile, Simeon; Joubert, Hendrika J. (Rika); sekopane@webmail.co.za; Sekopane, Momo Andrew
This research project focuses on the perceptions of school principals on HIV/AIDS Awareness Campaigns in public schools. The principals of primary and secondary schools in the Rustenburg area of North West Province were investigated. The aim of this research project is to investigate the understanding of school principals on HIV/AIDS awareness campaigns carried in their schools, and to identify government and non-government organizations, which are involved in this process. A qualitative research method was adopted for this research project. Data were collected by means of interviews, and was audio-tapped. Data were analyzed and arranged into five categories; awareness campaigns, leadership, resources/tools, communication, attitudes and behavioural change. The findings indicated that school principals do understand and support HIV/AIDS awareness campaigns in their schools. Communication resources and visual materials related to HIV/AIDS, however, were very minimal in public schools.

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