Faculty of Education

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Research conducted in the Faculty of Education reflects the following areas of interest: education policy research, curriculum research, professional teacher education, adult education, science teaching, maths education, and the history of education in South Africa.

Electronic theses and dissertations are available in the Electronic Theses and Dissertations Repository.

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Die geskiedenis en bydrae van die opleidingshool Shonge tot die onderwys
(University of the Western Cape, 1982) Baartzes, Wesley Barry; Kirstein, P.
Onderwyseropleiding, 'n integrende deel van die onderwysstelsel in die Republiek van Suid-Afrika, soos dit ook die geval in ander lande is, is die spil waarom die opheffing van en kulturoordrag van 'n nasie in die algemeen en die van 'n ontwikkelde gameenskap in die besonder draai. Sonder 'n onderwysstelsel, en meer belangrik, sonder 'n onderwyserskorps kan geen gemeenskap ver op die beskawingspad vorder nie.
Success, failure and drop-out at university : a comparative, longitudinal study with special reference to the University of Durban-Westville
(University of the Western Cape, 1983) Gounden, Perumal Kistna; Maharaj, S.R.
It has become a world trend that the opportunity for university education should be made available to all. The twentieth century witnessed the partial demolition of the barrier that retained higher education as the privilege of the élite group. Attendance at a university is seen today as the gateway to the membership of a profession, and to all the benefits of improved economic and social status. Rapid economic and industrial development in South Africa and overseas in the second half of this century has caused a general shortage of scientific manpower. Malherbe (1977, 496) stresses that full opportunities for developing the talent of every individual are no longer an idealistic aim but an economic necessity. The Wiehahn Commission (1980, 12), appointed by the South African Government to inquire into labour legislation and labour systems in South Africa, reported that a serious shortage of skilled manpower for professional, managerial and technical positions still exists. The universities, now having a major responsibility in the preparation of such personnel, have assumed greater significance as far as the public and private sectors are concerned. Educated people are a part of the nation's best human resources, and because education is one of the chief assets of the individual, there is a compelling need for research to improve the academic performance of students at all levels, especially at university. Arising from the shortage of skilled manpower and the increasingly growing demand for tertiary -education, more students enter universities. The rapid increase in university enrolment has brought with it new interest and concern relating to those students who fail or drop out. The problems of failure and drop-out at university have been the subject of many investigations in Western countries, especially Great Britain (Miller, 1970; Butcher and Rudd, 1972) and the United States of America (Pervin et aZ, -1965; Astin, 1971). In South Africa, the Government appointed a Commission of Inquiry into White universities (Van Wyk de Vries, 1974). Included in its terms of reference were: transition from school to university, and the high failure rate among undergraduates. As Astin (1975, 1) points out, most studies take the view that decision-makers legitimately want to know more about how to increase the students' chances of graduating. This concern is based, inter aZia, on: loss of talent; waste of limited educational resources; vocational and personal setbacks resulting from the student's impeded career development; futile expenditure of money, time and effort. The incidence of failure and drop-out evokes painful responses not only from the student but also from others, including his parents and his university. To parents, the admission to university of their son or daughter often represents a fulfilled ambition and the fruition of years of struggle and hope. Therefore failure or drop-out by the student is also a shattering experience for most parents - many of whom feel that they have failed as parents
The history of the teachers association of South Africa and the role it played in the develpment of education for Indians in South Africa.
(University of the Western Cape, 1986) Jack, Jonathan Rajmangal; Kirstein, P P
Teachers and teachers' organisations have always been an intergral part of any community. More so in the Indian Community. The Indian teacher has always commanded great respect from his community and thus he has wielded considerable influence over it. Since the early days of Indian immigration to this country, the Indian teacher has played a vital role in all but political activities. In very recent times, however, he has taken a lively interest in the political aspirations of his people within the framework permitted by his conditions of service. The Indian Teacher is a member of the largest group of highly educated men and women in his community. No wonder, then, that the community has always looked to teachers and their organisations for leadership. The establishment of the Natal Indian Teachers' Society in the 1920s arose out of a community need in that a reception committee was required for holding celebrations on the occasion of the visit of the Prince of Wales to South Africa. From then on the Natal Indian Teachers' Society continued to make representations on behalf of its members and the community for a a better deal in education. This was not always forthcoming from the authorities. Hence, the teachers and the community banded together to provide and build schools for themselves out of the monetary contributions of teachers and parents. The Natal Education Department in its biased treatment of teachers in aided schools, who it claimed were the responsibility of the grantees and managers, led teachers to form the Natal Teachers' Union which was run on trade union lines. A vigorous fight was waged by this Union for service conditions equal to those of teachers in government schools. The Education Department relented when it recognised the rights of the members of the Union. Thus the Union disbanded and its members rejoined the Natal Indian Teachers' Society. Thereafter the Natal Indian Teachers' Society grew from strength to strength. The inauguration of the branch system gave rise to broader representation and rapid growth. The formation of the Natal Indian Schools' Building Trust saw tangible evidence of of the commitment of the Society towards solving the accommodation crisis in Indian Schools. Upon the transfer of control of education to the Department of Indian Affairs in 1966, The Natal Indian Teachers' Society changed its name to the South African Indian Teachers' Association in order to enable Indian teachers throughout the Republic to become members. In 1979 the Association changed its name to the Teachers Association of South Africa, thus dropping the racial tag attached to its previous name. This meant that membership was open to all teachers. Over the twenty years of its existence as a national body the Association has developed into a vigorous institution. Its growth in stature must be measured by its multifarious activities which have benefitted Indian education. As a result of its representation in various departmental committees the Association is able to make valuable contributions where its opinions are valued. The Association's own Subject Societies make a valuable contribution towards education by means of their various publications. The Association's concern for the welfare of its members is illustrated by the representations it has made to the authorities on their behalf. In some instances legal recourse was necessary. That a great deal of success has been achieved by the Association there is no doubt. That education for Indians has made vast strides in the last 60 years there is no about. This is due in great measure to the untiring efforts of the Teachers Association of South Africa. The Association will still continue its fight for a better deal, not only for Indian teachers and Indian education, but for all South Africans.
Arabic as educational Muslim content in South African context: A pedagogical survey and evaluation with special reference to Secondary Schools
(University of the Western Cape, 1987) Medar, Abdul Samad; Van Zyl, A.E.
The aim of this study is to investigate ·and outline the importance and significance of Arabic in the South African context. The study investigates inter alia the part played by the early Muslim settlers, political exiles and the pioneers who made possible the preservation of Islamic faith and culture. This study demonstrates that the period from 1652 to date had been a period of considerable development, expansion and _enlightenment of Arabic. The study revealed inter alia that only Indian schools under the Department of Indian Affairs (now Department of Education and Culture) offered Arabic which fully satisfied the Muslim Community's demands. 1975 marks the beginning of Arabic as a language in Indian secondary schools. The Muslim pupil is given the basic grounding in the understanding of both the Quran and the Hadith. Some suggestions regarding aspects of an effective didactic approach concludes this presentation.
A critical discussion of music education as an aspect of aesthetic education with special reference to general music education at Secondary Schools
(University of the Western Cape, 1990) Carolus, Mario Cornelius; Morrow, W
This thesis is concerned with discussing music education as an aspect of aesthetic education, with special reference to the general music (Class music) curriculum at the secondary schools. Class music, or general music education, is being neglected at secondary schools in South Africa. A strong need for reform is necessary to revitalize the neglected state of class music in schools. Chapter One explains and discusses what is meant by the concept of aesthetic education and its relationship with the arts and especially music education. Chapter Two critically analyses and discusses music as aesthetic education as laid down by Charles Leonhard and Robert House. The soundness of their view comes under severe scrutiny, by the highlighting of contrasting viewpoints. Present criteria operant in music education are critically viewed and the soundness of these criteria as theory are evaluated. Chapter Three discusses Popular music and Classical music in aesthetic education. While the merits of these types of music are of importance, they culminate in a view which propagates the peaceful coexistence of both Popular and Classical music as an aim in aesthetic education. Chapter Four is a critical discussion of the general music education curricula in South Africa. This discussion is based mainly on the C LAS P - model, that is , Composition, Literature, Audition, Skills, and Performance. Chapter Five makes some recommendations towards a music curriculum for the general school music curriculum, based on the C.L.A.S.P - model, and aesthetic principles.
An investigation into the implementation of cooperatively planned resource-based learning from the perspective of teachers
(University of the Western Cape, 1990) Meyer, Jeanette; Newton, Earle
This study investigates from the teacher’s perspective how the teachers' experiences with cooperatively planned resource-based learning 'teaching had influenced their use of this teaching method. The four schools studled were from a school system which had been encouraging its teachers to implement this teaching strategy for given years. During that period Saskatchewan Education had also expressed its commitment to implementing this teaching strategy. Since the emphasis in this study was upon the subjective meaning and the factors which affected teachers' implementation of cooperatively planned resource-based learning/teaching and the extent to which the teachers employed this teaching method, on-site semi-structured interviews were used to collect the data as well as participant observation in each of the school libraries. Subjective meanings held by the teachers interviewed varied from commitment to the innovation to fear that the students would not learn anything to the teacher were to use this teaching strategy. The degree of integration of the innovation into the teaching repertoire, also, differed among teachers as well I as among schools. Variation was found in the teachers, perception of the innovation itself, its meaning and demands and school level factors. Administrative support, were the teacher interaction i on and benefit it’s to student’s school level factors which were particularly significant. In each of the four schools’ teachers who had implemented the innovation had pans for continuation. However, continuation was threatened in schools where there had been a principal change or would have a new principal in the new school term. Findings from this study suggest that school systems which wish to achieve implementation of an innovation must provide leadership, encouragement and support at all levels. In addition, they must guard against threats to the innovation to ensure its continuation.
'n Aksienavorsingsproses met betrekking tot die verbetering van houdings ten opsigte van die vak Psigo-pedagogiek by Nasionale Onderwysdiploma-studente aan die Technikon Skiereiland
(University of the Western Cape, 1990) Cleophas, Louis John; Meerkotter, D.A; van den Berg, O.C
Die negatiewe houding van studente, veral Nasionale Onderwys- Diploma (Verkwinkel)-studente, teenoor die vak Psigo-pedagogiek kommerwekkend en moontilk kom hierde negatiwiteit by alle onderwysstudente teenoor dee vak Opvoedkunde voor. Ten einde hierdie negatiewe houding in 'n meer positewehouding oor te skakel, sou moontlik bereik kon word deur die studente meer betrokke nn dne leergebeure te kry. Toe daar by die Technikon Skiereiland dus geidentifiseer is dat studente baie negatief teenoor die vak Psigo-pedagogiek is, het die idee ontstaan om die probleem na te vors en die toestand te probeer verbeter. Deur muddel van hierdle studie is probeer om die aktiwiteite in die klaskamer meer rondom die studente en hul ervaringe te sentreer en die rol van die dosent meer die van fasliteerder te maak. Met die navorsing is gehoop om die studente sover te kry on meer verantwoordeilkheld vir hul eie leer te neem.
Action research in the graphics classroom: reflections of educational change initiatives in two schools
(University of the Western Cape, 1990) Cowan, Gillian Margaret; du Plooy, Lucinda
This thesis is an account of my experiences as a Graphics teacher using critical action research to examine my educational practice while working with standard nine students in two white high schools in Cape Town. The subject that I taught, since it was predominantly a "practical" one, was primarily for students who were often labelled, not only by teachers but by the students themselves, as academically "weak" or "stupid" as well as "delinquent". While my initial intention was to try to improve my own educational practice and, as a consequence be better able to help my students, it became apparent that I could not begin to understand the emerging issues in isolation from the context in which the research was undertaken. Issues, which at first seemed relatively simple, became increasingly complex as the research cycles proceeded. Three particular issues are further discussed: i) The problems of qualitative research, particularly those of data collection and narrative language; The value of "thick" description as opposed to the surface representations of positivistic research modes justifies the difficulty of following the qualitative research method. ii) The ways in which the curriculum and school organisation can perpetuate social inequalities and injustices, which may be further reinforced by student resistance; my experience of my project students strongly suggested that for whatever other reasons they were doing so badly at school, it certainly was not because they were academically "weak" or "stupid". iii) The value that critical action research has as a form of praxis or critical pedagogy. By closing the gap between theory and practice, it has enabled me to come to understand better the ideological nature of organised education and the consequences thereof.
Ideology and the training of history at colleges of education in South teachers Africa
(University of the Western Cape, 1990) Manuel, Jeffrey Alexander; Bloch, Greame
This dissertation is an attempt at locating the connections that there exist between ideolog and education. To this end I have looked at the training of History teachers at Colleges of Education under the Department of Education and Culture in the House of Representatives. My first move is an investigation into the conceptual frameworks within which the term ideology is located, This is done in Chapter One. In Chapter Two ideology is contextualized within the South African educational system. This is attempted by investigating the historical connections that there exist between ideology. and education in South Africa. In other words, a brief History of Christian National Ideology with specific reference to the training of History teachers in South Africa, is attempted. From this historical-theoretical analysis of ideology and History teacher training in South Africa, I proceed with an empirical and analytical critique of the current curricula prescribed for the training of History teachers. This is done in Chapter Three. Chapter Four discusses the different positions in South African Historiography. These positions are discussed as different debates contesting the dominant Christian National Histiography on which the History curricula for teacher trainees are based. The first four chapters are purely historical and empirical analysis. Chapter Five develops a more theoretical and philosophical argument concerning the democratization of ,History teacher training and the ideological underpinnings of such notions as democracy, autonomy, accountability and bureaucracy. To this end a number of questions are raised concerning the philosophical and ideological underpinnings of such notions as democracy, autonomy, accountability and bureaucracy. The assumptions embedded in these notions and how they would affect democratic teacher training are unpacked in this chapter.
An activity -based approach towards developing critical thinking in the Geography classroom
(University of the Western Cape, 1990) Pym, June; van den Berg, Owen; Desai, Zubeida
This thesis deals with an attempt to employ the research methodology of action research to focus on classroom strategies involving a range of resources, including indigenously generated ones, as a way of enhancing critical understanding and thinking. This necessarily also involves an examination of what critical thinking might be. Each of these areas of concern arose from an initial concern about the need for the creation and effective use of indigenous resources to maximise Senior Secondary students ability to relate to Geography curriculum content and to interrogate it for its own assumptions. By using a systematic action research methodology of planning, action, observation and reflection, I realised that I needed to be more focused and thorough regarding my understanding of critical thinking, and that I needed to extend my understanding of resources that can enhance accessibility and the problematizing of material. My readings and reflection in critical thinking made me realise not only the complex and contested nature of critical thinking, but also that in order to move toward critical thinking my emphasis would need to be on adopting a critical pedagogy. The type of process, rather than a particular paradigm, needed to be the emphasis. The focus needed to be on how knowledge is produced, internalised, and disorganised. I thus attempted to highlight aspects that need to be included in an activity-based approach that may facilitate a critical pedagogy. with this shift of emphasis my second project acknowledged that indigenous materials are only one way of enhancing accessibility to the students worLd and the South African socio-political context. I then explored more fully styles and strategies of problematizing the course work to contribute toward an eventual changing of student consciousness. Out of the many elements that had emerged in the second project, I chose to examine the strategy of conflict as a resource, to engage students in the underlying issues rather than to accept the syllabus content at face value. A deeper and far more nuanced understanding of the different dimensions of conflict arose and therefore the potential use of conflict in a transformative educational context. Finally, the thesis highlights and reflects upon the value of action research approach towards deepening ones understanding classroom processes and the issues that arise.
'n kritiese analise van geweld en pasifisme en 'n ondersoek na die verband tussen demokrasie en vrede met spesiale verwysing na die Suid-Afrikaanse onderwysstelsel
(University of Western Cape, 1990) Ulster, Henry Evan; Bak, Nelleke
M.Ed. mini-tesis, Departement Filosofie van die Opvoeding, Universiteit van wes-Kaapland. Hierdie mini-tesis ondersoek die gebruik van geweld deur die Suid-Afrikaanse regering as regverdiging om'n ~ "demokratiese" staat instand te hou asook die gebruik van geweld deur magte wat "n "meer" demokratiese staat daar wil stel. In Hoofstuk 1 word daar geargumenteer dat die gebruik van geweld 'n morele kwessie is en word daar onder meer verwys na die verskillende soorte geweld wat aangetref word. Veral word daar gekyk of alle burgers " onder die verpligting is om die staat te gehoorsaam en of hierdie gehoorsaamheid onreflektiewe gehoorsaamheid is. In Hoofstuk 2 word gekyk of dwang ooit geregverdig is deur te kyk na die verband tussen Positiewe en Negatiewe Vryheid en dwang. In Hooofstuk 3 word daar kortliks gekyk na waarom die demokrasie die mees aanvaarbare vorm van regering vir die mens as rasionele wese is. Daarna (Hoofstuk 4) word ondersoek ingestel na eerstens die verband tussen moraliteit en demokrasie en tweedens na die verband tussen demokrasie en geweld deur te verwys na die klassieke en die kontempor~re teorie~ van demokrasie. In Hoofstuk 5 word daar veral gekyk na watter ruimte, indienenige, daar vir wettige teenstemming "dissent" in 'n demokrasie bestaan asook hoe daar binne 'n demokrasie teenstemming gebied kan word en watter beperkinge daar op vryheid van spraak en assosiasie as wettige teenkanting is. Daar word dan ook kortliks gekyk na hoe geweld indruis teen demokratiese prosedure en of daar ook ander faktore is wat die demokratiese proses beinvloed. In Hoofstuk 6 kyk ek na hoe die polemici voordeel probeer trek deur die konsep "geweld" op 'n bepaalde manier te hanteer deur daarop te wys dat "geweldloos" nie die teenoorgestelde van "gewelddadig" is nie. Verskeie vorme van geweldlose verset of pasifisme word kortliks ondersoek en word uitgewys dat ook daar 'n vorm van dwang teenwoordig is. Die verband tussen demokrasie en geweldlose verset word dan ondersoek. In Hoofstuk 7 word gekyk na geweld in die Suid-Afrikaanse skolestelsel deur te wys op hoe die studente en die staat onderskeidelik die konsepte geweld en demokrasie hanteer en toepas. Daar word kortliks uitgewys dat vrede nie sinoniem met egverdigheid is nie. Veral word gekyk na die polisie en weermag en morele regverdiging van geweld. In Hoofstuk 8 word gekyk na wat bedoel word met 'n demokratiese onderwysstelsel deur veral te kyk na 'n model van deelnemende demokrasie en hoe studente-praktyke moontlik aanleiding tot geweld kan gee. In Hoofstik 9 word 'n kort samevatting van die argument gegee.
Changes in power and authority relations in South African schooling since l976
(University of the Western Cape, 1990) Williams, B.K; Williams, Brian. Kenneth
This mini-thesis examines the changed perceptions in the concepts of power and authority in south African schooling. In chapter 1 it is argued that relationships in South African schooling have traditionally been based on hierarchical structures and that because of increased learner-activity and learner-participation the leadership role of the teacher has repeatedly been challenged. Chapter 5 critically analyzes their interpretations and it also argued that these interpretations reflect changed perceptions of power and authority in schooling. chapter 5 argues for a concept of democracy which is based on participant attitudes. In chapter 7 an analysis is made of the compatibility of a concept of participatory democracy with relationships in schooling and it is argued that for south African schooling to be viable, it is necessary to introduce participatory democracy into that sphere. Chapter I discusses the concept of power by analyzing the manipulation of interests through social forces and institutional practices. I argue that because of its manipulative nature, South African schooling is based on power relationships and that this kind of schooling is not in the rear interests of the learner. In chapter 9 a necessary connection is made between rights and authority. It is argued that there has been a loss of legitimate authority in South African schooling because of the fact that the right of the teacher to hold authority is under democratically based.
School sport and political change
(University of the Western Cape, 1990) Powell, Keith Baden; Nelleke, Bak
This dissertation will attempt to explain the changes that have and are taking place within south African sport and especially school sport. This will be viewed in the context of changing political developments. The central question that will be addressed is whether progressive school sports bodies can effect meaningful political change. Kuhn's theory of scientific revolutions will be used as the theoretical framework for understanding social and political change. He developed the concept of paradigms (frame of .reference) in which an established paradigm prevails, challenged by an emerging rival paradigm. This theory has been applied to the present day south African political context in which the apartheid structure is the prevailing paradigm and the democratic movement, the emerging rival paradigm.
An investigation into whether Physical Education is being taught at Department of Education and culture Secondary schools in the Cape Peninsula according to the prescribed Physical education Syllabi
(University of the Western Cape, 1990) van Boom, A.M; Kloppers, Winston
The educational system in South Africa today is in a state of flux. (Kloppers 1990:24) Father Smangaliso Mkatshwa emphasized that education was completely intertwined with the economic, political and social structures of society (Yan den Heever 1987:1). Therefore, if we want to understand the schooling system in a particular society, we can't just look at schools. we also have to look at the society in which they operate (Christie 1985:17) The South African society is presently experiencing a transformation, concommitent to this are tremendous political and economic upheavals which are responsible for the education system being in a state of flux. AII school syllabusses are developed at the instigation of the Committee of Heads of Education (CHE), but it is the Joint Matriculation Board (JUB) which is the final arbiter. After the instigation the task of drawing up the core syllabus is delegated to one of the white provincial administrations (Kloppers 1990:9; Cleophas 1990 ). After 1976 the intense dissatisfaction (from the left of the political spectrum) with the educational policy forced. The authorities, in 1986, to introduce National Curriculum Committees for all school subject. These committees are constituted of: one representative of the Department of Education and culture (DEC - Head. office); two representatives of each of the four provincial Administrations and one observer each from the Department of Education and training (African), House of Delegates (Indians), House of Representatives (coloureds) (Kloppers 1990:10; Cleophas 1990). Thus, as one can observe, the whites have total control over the drawing up of the curriculum, and are thus able to determine the aims and objectives of the syllabus content.
Samewerking in die prosaklaskamer as medium vir akademiese ontwikkeling by primêre onderwysstudente
(University of the Western Cape, 1990) Cornelissen, Georgina Caroline; Groenewald, Jeannette
In this mini-thesis I focus primarily on collaborative writing in the study of prescribed prose texts as a medium of academic development of primary school student teachers. The problem with the present approach to the teaching of prose texts, and the introduction of the prosess approach to writing as a possible solution to the problem, is briefly discussed. In Chapter 2 the deficiencies of the current approach to the teaching of prose texts are discussed in detail. To place the above in the proper perspective a critical analysis is made of the existing Teachers Diploma syllabus for Afrikaans prose setworks, with special reference to the interpretation of the syllabus, and the organisation and presentation of the teaching programme for prose texts at a specific teachers' college of education. The main shortcomings which are referred to in the study are, inter alia: the organisation of the prose setwork teaching programme, compartmentalisation of language components, limited teaching time, the implication of the single, vague teaching goal for prose "texts, lecturer-centredness, and student's inability to work independently. In Chapter 3 the possible influence of the present approach to writing on the teaching of prose texts is discussed with special reference to methods of collaboration in learning. It is argued that the application of groupwork in a learnercentered approach to the teaching of prose texts can contribute to the elimination of many of the above problems, and that it can result in a rejuvenation in the class context, which may lead to students experiencing literature study as an enjoyable learning activity. The holistic nature of the process approach to writing is also included, since it leads to the integration of different language components, and saves time. The process approach to writing provides the required instruments for independent study. It is argued that the process approach to writing helps students to take co-responsibility for their own learning, and offers them the opportunity to contribute towards their own academic development. Based on the advantages indicated above, I designed a draft curriculum in Chapter 4. Action research was :done and the process approach to writing was implemented in the reality of the classroom situation on a small scale. With the lecturer who acted as facilitator to guide them to a specific goal, twenty-two first year students studied a prose setwork text, Jerigo-krisis by André Jansen. A single aspect in the process approach to writing was emphasised in particular, viz., collaborative learning in literature study. During the implementation of the plan an observer monitored the reaction of the target group, and gave her comments after each lesson. Students were also asked to evaluate the course in their personal journals, and to discuss the course during their journal conferences. The biggest shortcoming of the provisional plan, which students mentioned, and which I also noticed was the lack of time. The students wanted to spend more time on certain conferences, particularly content and evaluation conferences. The revised plan in Chapter 5 is the result and amendment of the draft curriculum.
Bekamping van die hoe druipsyfer in algemene wetenskap en geskiedenis op senior primere vlak
(University of the Western Cape, 1991) Hattingh, Isaac Benjamin; Jantjes, E.M; Dali, C.M.
Skole stel dit as een van hul belangrikste prioriteite om die jeug op te voed. Maar oor die algemeen strewe skole nie om die onderrig en leerproseoure aan te pas by individuele leerlinge se spesifieke bevoegdhede en behoeftes nie. In hierdie navorsingstudie het die na vorser beide die algemene en spesifieke probleme onder soek wat leerkragte en skole ondervind. Die huidige tradisionele (konvensionele) onderrigprosedure wat tans in skole gebruik word, is op groepgllde:rig gebaseer en spreek nie leerlinge se indivi-duele vermoens en tekort-kominge aan nie. Die navorsingstudie het ondersoek of die toepassing van Demeqs_le_rin_gsleer binne die beperkings van h klasgroep, die akad.emiese prestasie tan die leerflnger-poeitief kan beinvloed sodat daardeur die hoe druipsyfer wat vir agt jaar ondervind was in Algemene lfletenskap en Geskiedenis in Manenberg senior primgre skole, kon verbeter.
Implementing Educational Innovations: The case of the Secondary School Curriculum Diversification Programme in Lesotho
(University of the Western Cape, 1991) Mgijima-Msindwana, Mirriam Miranda Nomso; Little, Angela
Between 1974 and 1982 the MOE introduced in two phases the diversification programme [SSCDP] which sought to establish practical subjects in the secondary school curriculum. This study examines the sustainability of implementation efforts beyond project expiry. It was hypothesised that SSCDP is not working as originally intended. The broad research problem was framed thus: What implementation response arises from an open-ended innovation policy? Subsidiary questions are: 1. How far have the policy-makers communicated the meaning of SSCDP and what factors account for mismatches between policy intentions and innovation practice? 2. What is the response of Project schools and what factors explain variation in response? 3. What is their significance for the sustainability of SSCDP? The analysis draws key concepts from the innovation literature on models and strategies of planned change; relationships in the implementation hierarchy; determinants of and orientations to the implementation process. Centred around qualitative research methods, the investigation utilises data from project documents, semi-structured interviews and from observations during school visits. Findings show an overall low level of implementation that varies among project schools. This is attributed to: Poor interpretation of SSCDP goals; Deficiencies in the implementation management; Idiosyncratic school behaviours. The study concludes that the 'practitioner-policy-maker' discrepancy is significant, hence the gap between policy intents and innovation practice. The gap is not regarded so much as an ultimate failure of the programme but as a necessary condition that allows for mutual adaptation between the innovation and its setting. This is reflected in the varied patterns of implementation response, classified as the: faithful; negotiators; selective adaptors; expansionists; and reductionist. As a policy-oriented study aiming at providing an 'improvement value', the findings lead to a proposal of improvements in the strategies of managing change in three areas: shifting focus from an adoption to an implementation perspective. Recognising implementation as a process dependent on a mutual linkage relationship among participants. Recognising schools as important bearers of change. These three are crucial factors in the implementation-sustainability relationship.
An investigation into the cognitive skills required by pupils to master concept formation in the field of homeostasis, an aspect of human physiology.
(University of the Western Cape, 1991) Fryddie, Fozea; Mehl, M. C.
Pupils experience various problems when trying to solve problems in Biology, particularly on Higher Grade. This problem was profound in the area of Homeostasis, an aspect of Human Physiology. During this investigation a number of pupils, the PIONEER GROUP, were screened for cognitive deficiencies. Major common deficiencies were identified as IMPULSIVITY, THE USE TWO OR MORE SOURCES OF INFORMATION SIMULTANEOUSLY, SPATIAL AND TEMPORAL ORIENTATION. A second phase, the essence of this investigation, sought ways in which to teach pupils the cognitive skills to facilitate their concept formation in the area of Homeostasis. Since the subjects displaying these cognitive deficiencies were already in their final year of High School a method was sought which would benefit them in the short term. Simultaneously a way had to be found to teach these skills so that it could be of use to pupils on a long term basis. This study revealed that for short term benefit the cognitive skills have to be subtly introduced and integrated with the subject content. Teaching cognitive skills in concentrated form over such a short period had a detrimental effect on the group subjected to this treatment. However, the PIONEER GROUP, had been taught these skills in a very short period in concentrated form. Feedback from them reveals that they were not able to apply the skills in their Senior Certificate Examination but all of them are now adept at using these skills to their benefit. This leads to the conclusion that if these skills are to be taught separately it should be started as early as possible in the school career. In the last year of High School it is more of a burden to the pupil than a benefit. In such a case it should be done integrated with subject content.
Die opstel van ‘n kriteriale struktuur vir die ontwerp van ‘n geskrewe arbeidsterapiekurrikulum, met spesiale verwysing na die Universiteit van Wes-Kaapland
(University of the Western Cape, 1991) Coetzee, S; Van den Berg, Owen
The purpose of this study was, first, to develop an occupational therapy curriculum theory to serve as a guideline for South African occupational therapy educators wishing to expand their insight into their work. This was done and is presented on the basis of a critical review of key sources from the literature about curriculum. The occupational therapy curriculum arrived at in this manner was intended to serve as a basis for the development of a set of criteria in terms of which the ongoing viability of the existing written occupational therapy curriculum of the University of the Western Cape (UWC) could be evaluated. The set of criteria thus arrived at was then applied to three documents: the written Minimum Standards for the training of Occupational Therapists of the World Federation of Occupational Therapists (WFOT), the written Minimum Standards for the training of Occupational Therapy students of the South African Medical and Dental Council (SAMOC), and the written Occupational Therapy curriculum of the University of the Western Cape. The purpose was to identify the curricular assumptions underpinning these documents, and also to evaluate their ongoing viability as guidelines (in the case of the WFOT and SAMOC documents) or as curricula (in the case of UWC). It was found that the Minimum Standards of WFOT are essentially informed by a rationalistic philosophy, and that its ongoing viability (as a guideline for minimum standards) appears to be limited. The evaluation of the Minimum Standards of the SAMOC produced similar findings. The UWC document proved to be more eclectic, but again with academic rationalism as the dominant curriculum paradigm. However adequate it might be for the present, the longer-term viability of the document appeared questionable. After adaptation had been made to the UWC document on the basis of the developed set of criteria, its immediate viability seemed to have been enhanced, but with little effect on its longer-term viability. The excercise suggested that the process of curriculum planning, evaluation and modification can be facilitated by the application of such a set of criteria, presenting as it does a "nutshell" overview of an existing or amended curriculum. This study confirms that written occupational therapy curricula and standards provide no guarantee that curriculum intentions will be realized. Such documents merely provide the parameters within which curriculum debates can occur and in terms of which curriculum planning. implementation and evaluation can take place. As intentions have to be manifested in practice. the creation of an occupational therapy curriculum that is viable in an enduring way will require a study similar to this one but which addresses the operational curriculum.
An epistemological critique of action research
(University of the Western cape, 1991) Small, R.J; Morrow, W.E
Part Two investigates claims of action research authors Grundy, Carr anrl Kemn1s ln respect of their clalm that actlon research is a democratic form of research. I state this claim and draw attention to the primacy, for it, of the idea of "participation". I then show that for action research participation is Iinked with views about language and the generation of knowledge and investigate these authors' concept of language to the extent that it relates to a theory of persons. Following l4arx, I argue that human beings are beings of "praxis", participants in Lhe construction of a materi-al aS weII as a social world a

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