Van implementering tot verwesentliking : aanwending van resultate van internasionaal vergelykende studies
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Date
Authors
Van Staden, Surette
Journal Title
Journal ISSN
Volume Title
Publisher
AOSIS Open Journals
Abstract
Die prestasies van Suid-Afrikaanse leerders in internasionaal vergelykende studies bly
voortdurend swak, wat vrae laat ontstaan oor die kwaliteit van onderwys wat aan Suid-
Afrikaanse kinders gebied word in die verskillende grade en fases van formele skoolonderrig.
Ernstige kommer oor leerders se swak prestasies oorheers navorsing en opvoedkundige
debatte in Suid-Afrika. Ondanks goeie oogmerke, soos die hersiening van beleid en leerplanne,
en die fokus op implementering, deur middel van kurrikulêre voorsiening en ondersteuning
aan onderwysers, bly die verwesentliking in terme van leerders se prestasie teleurstellend
swak. Hierdie studie ondersoek data verkry uit die preProgress in International Reading
Literacy Study (prePIRLS) van 2011. Die prestasie van Suid-Afrikaanse Graad 4-leerders is
op ’n punt van 461 bereken, wat beduidend laer is as die internasionale gemiddeld van 500
(SE = 3.7). Resultate van die prePIRLS 2011-studie word gebruik as bewys van die bereiking
van kurrikulêre doelwitte op die Graad 4-vlak, oor die spektrum van 11 Suid-Afrikaanse
landstale. Norme of maatstawwe, soos afgelei uit die resultate, word verder ondersoek om
moontlike verbeteringe aan te wys in die implementering van leerplanne in die klaskamer.
Gevolgtrekkings sluit voorstelle in oor hoe onderwyspraktyk voordeel kan trek uit die
bevindings van internasionaal vergelykende studies.
South African learner performance in international comparative studies remains persistently poor, resulting in questions about the quality of education offered to South African children across grades and phases of formal schooling. In South Africa, grave concerns with regard to low levels of learner achievement pervade research initiatives and educational debates. Despite good intentions (such as policy and curricular reforms) and focus on implementation (such as curriculum provision and teacher support), attainment (in the form of learner achievement) remain disappointingly low. This study draws on the preProgress in International Reading Literacy Study (prePIRLS) 2011 data, which places South African Grade 4 learners’ results at 461, which is substantially below the international centre point of 500 (SE = 3.7). Results from the prePIRLS 2011 study are used as evidence of curricular attainment that has taken place at Grade 4 level across a spectrum of 11 languages in South Africa. Benchmark results are further interrogated to provide evidence for possible improvement of curricular implementation at classroom level. Concluding remarks include reflections of how teacher practice can benefit from evidence provided by international comparative studies.
South African learner performance in international comparative studies remains persistently poor, resulting in questions about the quality of education offered to South African children across grades and phases of formal schooling. In South Africa, grave concerns with regard to low levels of learner achievement pervade research initiatives and educational debates. Despite good intentions (such as policy and curricular reforms) and focus on implementation (such as curriculum provision and teacher support), attainment (in the form of learner achievement) remain disappointingly low. This study draws on the preProgress in International Reading Literacy Study (prePIRLS) 2011 data, which places South African Grade 4 learners’ results at 461, which is substantially below the international centre point of 500 (SE = 3.7). Results from the prePIRLS 2011 study are used as evidence of curricular attainment that has taken place at Grade 4 level across a spectrum of 11 languages in South Africa. Benchmark results are further interrogated to provide evidence for possible improvement of curricular implementation at classroom level. Concluding remarks include reflections of how teacher practice can benefit from evidence provided by international comparative studies.
Description
Keywords
Suid-Afrikaanse leerders, Kwaliteit van onderwys, Suid-Afrikaanse kinders, Landstale, South African learner, Quality of education, South African children, Languages
Sustainable Development Goals
Citation
Van Staden, S., 2016,
‘Van implementering tot
verwesentliking: Aanwending
van resultate van
internasionaal vergelykende
studies’, Suid-Afrikaanse
Tydskrif vir Natuurwetenskap
en Tegnologie 35(1), Art.
#1304, 6 pages. http://
dx.DOI.org/ 10.4102/satnt.
v35i1.1304.