Foundation Phase teachers’ responses to curriculum change in South Africa over the past two decades: a case study of two schools
- Authors: Nakaonga, Ruth
- Date: 2014
- Subjects: Curriculum change -- South Africa , Educational change -- South Africa , Education, Primary -- South Africa , Teachers -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2002 , http://hdl.handle.net/10962/d1015648
- Description: South Africa has experienced three significant curriculum reforms since 1994. The first of these replaced the ‘apartheid’ curriculum with C2005 based largely on Outcomes Based Education. In the second stage C2005 gave way to the National Curriculum Statements, a simplified version of C2005. Finally, the NCS was replaced with CAPS. This research study investigates the perceptions, attitudes and experiences of teachers implementing these curriculum changes. It focuses in particular on Foundation Phase in 2012, the year in which CAPS was implemented in that phase. It took the form of an interpretive case study, using qualitative data generating and analysis techniques. Principals and selected teachers of two primary schools in Grahamstown – an ex-Model C school and a performing ‘township’ school - were the respondents of the study. Data were generated chiefly through questionnaires and semi-structured interviews, supplemented by document analysis and observation. The findings revealed that the teachers in this study are frustrated and angry about the frequency of curriculum change in South Africa. Respondents are particularly critical of OBE and the NCS. While they welcome the need for a departure from ‘apartheid’ curricula, they feel the pedagogical underpinning of the NCS – with its emphasis on learner-centredness – disempowered them as teachers. Hence, they welcomed CAPS which seems to return to content – rather than skills and attitudes – and re-instates the teacher as the chief giver of knowledge and manager of learning.
- Full Text:
- Date Issued: 2014
- Authors: Nakaonga, Ruth
- Date: 2014
- Subjects: Curriculum change -- South Africa , Educational change -- South Africa , Education, Primary -- South Africa , Teachers -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2002 , http://hdl.handle.net/10962/d1015648
- Description: South Africa has experienced three significant curriculum reforms since 1994. The first of these replaced the ‘apartheid’ curriculum with C2005 based largely on Outcomes Based Education. In the second stage C2005 gave way to the National Curriculum Statements, a simplified version of C2005. Finally, the NCS was replaced with CAPS. This research study investigates the perceptions, attitudes and experiences of teachers implementing these curriculum changes. It focuses in particular on Foundation Phase in 2012, the year in which CAPS was implemented in that phase. It took the form of an interpretive case study, using qualitative data generating and analysis techniques. Principals and selected teachers of two primary schools in Grahamstown – an ex-Model C school and a performing ‘township’ school - were the respondents of the study. Data were generated chiefly through questionnaires and semi-structured interviews, supplemented by document analysis and observation. The findings revealed that the teachers in this study are frustrated and angry about the frequency of curriculum change in South Africa. Respondents are particularly critical of OBE and the NCS. While they welcome the need for a departure from ‘apartheid’ curricula, they feel the pedagogical underpinning of the NCS – with its emphasis on learner-centredness – disempowered them as teachers. Hence, they welcomed CAPS which seems to return to content – rather than skills and attitudes – and re-instates the teacher as the chief giver of knowledge and manager of learning.
- Full Text:
- Date Issued: 2014
Understanding educators' and learners' perceptions and experiences of their participation in Science Fairs/Expos : a South African case study.
- Authors: Kahenge, Wendelina Nambahu
- Date: 2014
- Subjects: Science fairs -- South Africa -- Grahamstown , Science -- Study and teaching -- South Africa -- Grahamstown , Vocational guidance -- South Africa -- Grahamstown , School children -- South Africa -- Attitudes , Teachers -- South Africa -- Attitudes , Teacher effectiveness -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1981 , http://hdl.handle.net/10962/d1013130
- Description: The rationale behind Science Expos is to develop and empower learners to be able to identify problems and find solutions (Eskom Expo Project Guide Book, 2013). It is believed that involvement in Science Expos arouses learners' interest to pursue science related careers. But despite these ideals, there is still poor participation in Science Expos by educators and learners. I conducted this case study in five schools in Grahamstown, Eastern Cape, South Africa. The purpose of this study was to understand educators' and learners' perceptions and experiences of their participation in Science Expos. The case study was designed within an interpretive paradigm. The data were generated, triangulated and validated by a variety of methods, namely, document analysis, interviews (semi-structured and focus group) and observations. The main findings of the study were that learners who participate in Science Expos attend workshops organised by Scifest and SAEON office with the help of some of the educators and lecturers from Rhodes University. Learners' participation was influenced and assisted by the educators and peers with whom they were able to communicate and share their projects with. It emerged from the study that, as a result of participating in Science Expos, educators (teachers) and learners were exposed to a wide variety of scientific investigations and skills that are necessary for their classroom based-scientific investigations. It also emerged from this study that educators and learners face the challenge of a lack of motivation; insufficient support from schools and parents; time constraints to support learners in their participation and a lack of knowledge among some educators on their learners' projects. Some learners are even discouraged from participating in Science Expos by their peers on the grounds that they have no chance of winning. Teachers therefore require continuous mentorship and capacity building in order to encourage their learners to partake.
- Full Text:
- Date Issued: 2014
- Authors: Kahenge, Wendelina Nambahu
- Date: 2014
- Subjects: Science fairs -- South Africa -- Grahamstown , Science -- Study and teaching -- South Africa -- Grahamstown , Vocational guidance -- South Africa -- Grahamstown , School children -- South Africa -- Attitudes , Teachers -- South Africa -- Attitudes , Teacher effectiveness -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1981 , http://hdl.handle.net/10962/d1013130
- Description: The rationale behind Science Expos is to develop and empower learners to be able to identify problems and find solutions (Eskom Expo Project Guide Book, 2013). It is believed that involvement in Science Expos arouses learners' interest to pursue science related careers. But despite these ideals, there is still poor participation in Science Expos by educators and learners. I conducted this case study in five schools in Grahamstown, Eastern Cape, South Africa. The purpose of this study was to understand educators' and learners' perceptions and experiences of their participation in Science Expos. The case study was designed within an interpretive paradigm. The data were generated, triangulated and validated by a variety of methods, namely, document analysis, interviews (semi-structured and focus group) and observations. The main findings of the study were that learners who participate in Science Expos attend workshops organised by Scifest and SAEON office with the help of some of the educators and lecturers from Rhodes University. Learners' participation was influenced and assisted by the educators and peers with whom they were able to communicate and share their projects with. It emerged from the study that, as a result of participating in Science Expos, educators (teachers) and learners were exposed to a wide variety of scientific investigations and skills that are necessary for their classroom based-scientific investigations. It also emerged from this study that educators and learners face the challenge of a lack of motivation; insufficient support from schools and parents; time constraints to support learners in their participation and a lack of knowledge among some educators on their learners' projects. Some learners are even discouraged from participating in Science Expos by their peers on the grounds that they have no chance of winning. Teachers therefore require continuous mentorship and capacity building in order to encourage their learners to partake.
- Full Text:
- Date Issued: 2014
Educators perceived challenges in dealing with HIV and AIDS orphans and vulnerable children
- Authors: Goba, Linda
- Date: 2008
- Subjects: Children of AIDS patients -- Education -- South Africa , Orphans -- Education -- South Africa , Teachers -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9526 , http://hdl.handle.net/10948/963 , Children of AIDS patients -- Education -- South Africa , Orphans -- Education -- South Africa , Teachers -- South Africa -- Attitudes
- Description: The HIV and AIDS pandemic in South Africa has increased the number of orphans and vulnerable children in the school system. Given the prominent role that teachers can play in ensuring that these children receive a quality education so as to maximise their life opportunities, it is important for teachers to be empowered and equipped to enable them to deal with issues surrounding orphans and vulnerable children (OVC) at schools. This study focuses on how teachers are experiencing the impact of HIV and AIDS in schools as a result of having OVC in their classes. The Department of Education has developed training courses to help teachers cope with the impact of HIV and AIDS, but the effectiveness of these programmes has not yet been evaluated. This study aims to establish how teachers who have attended these programmes feel about the assistance rendered to them to deal with OVC related issues. In order to meet this aim, a qualitative enquiry was conducted among a sample of selected teachers from the Eastern Cape. The findings suggest that, while the training has helped to improve the knowledge and attitudes of the teachers, it has not equipped them with the necessary skills to overcome barriers to implement the training programmes at school level. The findings also suggest that there is a need for ongoing support from the Department of Education and the trainers it contracts to ensure that learning from the training is implemented in the schools. Based on the research findings, the study concludes with recommendations that will help teachers to better cope with OVC related issues at school.
- Full Text:
- Date Issued: 2008
- Authors: Goba, Linda
- Date: 2008
- Subjects: Children of AIDS patients -- Education -- South Africa , Orphans -- Education -- South Africa , Teachers -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9526 , http://hdl.handle.net/10948/963 , Children of AIDS patients -- Education -- South Africa , Orphans -- Education -- South Africa , Teachers -- South Africa -- Attitudes
- Description: The HIV and AIDS pandemic in South Africa has increased the number of orphans and vulnerable children in the school system. Given the prominent role that teachers can play in ensuring that these children receive a quality education so as to maximise their life opportunities, it is important for teachers to be empowered and equipped to enable them to deal with issues surrounding orphans and vulnerable children (OVC) at schools. This study focuses on how teachers are experiencing the impact of HIV and AIDS in schools as a result of having OVC in their classes. The Department of Education has developed training courses to help teachers cope with the impact of HIV and AIDS, but the effectiveness of these programmes has not yet been evaluated. This study aims to establish how teachers who have attended these programmes feel about the assistance rendered to them to deal with OVC related issues. In order to meet this aim, a qualitative enquiry was conducted among a sample of selected teachers from the Eastern Cape. The findings suggest that, while the training has helped to improve the knowledge and attitudes of the teachers, it has not equipped them with the necessary skills to overcome barriers to implement the training programmes at school level. The findings also suggest that there is a need for ongoing support from the Department of Education and the trainers it contracts to ensure that learning from the training is implemented in the schools. Based on the research findings, the study concludes with recommendations that will help teachers to better cope with OVC related issues at school.
- Full Text:
- Date Issued: 2008
Teachers' perspectives on the implementation of life orientation as a learning area
- Authors: Panday, Dhevina
- Date: 2007
- Subjects: Life skills -- Study and teaching , Teachers -- South Africa -- Attitudes , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9551 , http://hdl.handle.net/10948/590 , Life skills -- Study and teaching , Teachers -- South Africa -- Attitudes , Education -- South Africa -- Curricula
- Description: 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?.
- Full Text:
- Date Issued: 2007
- Authors: Panday, Dhevina
- Date: 2007
- Subjects: Life skills -- Study and teaching , Teachers -- South Africa -- Attitudes , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9551 , http://hdl.handle.net/10948/590 , Life skills -- Study and teaching , Teachers -- South Africa -- Attitudes , Education -- South Africa -- Curricula
- Description: 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?.
- Full Text:
- Date Issued: 2007
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