Department of Professional and Curriculum Studies
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Browsing Department of Professional and Curriculum Studies by Author "Bayona, E. L. M."
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Item Open Access An investigation into the implementation of the National Policy on District Support Services for effective teaching and learning at school level(2005) Masipa, Mokgadi Maggie; Bayona, E. L. M.This study examines the extent to which education districts in the Limpopo Province support effective teaching and learning at school level, with general applicability to similar education districts in South Africa and elsewhere. The literature reveals that education districts in most developing countries, do not support the participation of principals and educators, and that changes are required to effect higher levels of involvement. The study focuses on how this might be attained. The study makes recommendations on District Support Services which will ensure the involvement of district personnel, principals and educators in transforming schools into effective teaching and learning organisations. The theoretical base is derived from literature review on district support services in South Africa and elsewhere. This review is used to establish common conceptions for the study, and illustrates the extent to which the involvement of all relevant stakeholders is considered desirable and feasible. The analysis also reveals how the policy on district support services in South Africa falls short of complying with the country's local diversity and also with its policy of Outcomes - Based Eduaction which focuses on producing citizens who are equipped with values, knowledge and skills that will enable them to play a productive role in society. The implication of Outcomes - Based Eduaction is that individuals acquire these qualities through active involvement in the learning process. It seeks to create a lifelong learner who is confident and independent, literate and multi-skilled, compassionate, with respect for the environment and the ability to participate in society as a critical and active citizen. The field work was carried out in education institutions falling under Sekgosese Education District in Region Three of Limpopo Province and involved a sample of three hundred and thirty-two education practictioners, divided into five target groups:educators (200), principals (100), circuit managers (4), curriculum advisers (16), and administrators (12). The analysis of the data is composed of three parts. The first concerns the calibre of people who are implementing the policy. The majority of participants still lacked the relevant qualifications required while the need for staff development was identified by many as a major concern. In the second part respondents overwhelmingly indicated the need for clarification on the nature, the role and functions of the education district. In the third part the report shows thata general agreement also exists amongst the respondents for the need to address the constraints experienced at all levels in the implementation of district support services. The study concludes that in a globally competitive environment like the one we have today, it is no longer sufficient to make excellent strategic and operational plans. It is rather crucial for organisations to have systems that will ensure that this plans are effectively achieved. The rationale for this view is based on the argument that this may provide opportunities for learners to extend and develop their personal education competence, critical awareness and shared insight of the role which they and schools are expected to fulfil in their rapidly changing communities. The following key concepts were used throughout the study: • Education District • Curriculum 2005-08-24 Education Policy Reserve Fund Programme (EPRFP) • The School Governing Body (SGB) • National Policy • District Support Services • Effective Teaching and LearningItem Open Access The implementation of the developmental appraisal system for curriculum implementation in the secondary schools(2009-11) Chauke, Magezi Phineas; Bayona, E. L. M.; Tshivhase-Phendla, T. S.See the attached abstract belowItem Open Access An investigation of the extent of teacher participation in curriculum development for quality teaching and learning(2012-12-11) Budeli, Mbengeni Bethuel; Bayona, E. L. M.; Tshivhase-Phedla, T. S.Historically, South Africa followed a centralized form of curriculum development - a top-down strategy that did not support effective teacher participation in curriculum development. One of the main trends in curriculum development initiatives across the board has been to make a paradigm shift of authority to the level of the school. This approach suggests that teachers are key role players for effective curriculum development at all levels of the education system. This study investigates the extent of teacher participation in curriculum decision-making and development in schools in the Soutpansberg Area of the Vhembe District in Limpopo Province. The results should assist curriculum developers to view the role teachers could play in the development of the school curriculum. A survey which consisted of respondents (aged 25 to 56) found that there is a need to involve teachers at all levels of curriculum development. The findings further indicate that teachers are integral role players in curriculum development initiatives as they are at the core of curriculum implementation. For curriculum development to achieve its objectives, teachers and not only curriculum experts should be involved in its development. Genuine change in the school curriculum will be realized if teachers are assigned a central role in curriculum decision-making and development. The Department of Education in consultation with curriculum developers should, however, carefully examine the nature of the curriculum development process with a view to engage teachers meaningfully and effectively in the development of the school curriculum for quality teaching and learning.Item Open Access The provision and utilization of learning and teaching support material in physical science: A case of Limpopo Province(2010-02) Rathando, Moses Nndwakhulu; Bayona, E. L. M.; Tshivhase- Phendla, T. S.This dissertation examines the provision and utilization of learning and teaching support materials (LTSM) in the teaching and learning of Physical Science in Limpopo Province schools. Schools that participated in the study were selected from Vhembe District. Data, consisting of a survey of Grade 12 Physical Science learners and educators from the selected schools, together with interview responses from curriculum officers at both district and provincial levels, were collected and analyzed. The study combined both qualitative and quantitative sources to complement the responses. Currently in Limpopo Province, as is the case in other Provinces, only a few DINALEDI schools (schools of science excellence) are receiving science LTSM from the Department of Education (DOE). The current Limpopo Department of Education (LDOE) policy on provision of LTSM does not specifically provide for science LTSM to all the schools which are offering Physical Science, thus creating a gap between theory and practice when teaching and learning Physical Science. It is this gap that this study is focusing on. The current policy, however, makes provision for science textbooks but this is not sufficient since effective teaching and learning of science require practical work where both educators and learners have hands-on experience. Utilization of the available science LTSM at schools also faces the challenge of educators lacking appropriate skills in applying them. Also, there is the shortage of Physical Science curriculum advisers who would assist in training educators on utilization of science LTSM. In this study I addressed five objectives. First, carrying out a review of literature in order to establish the theoretical base for this study. In the second objective I conducted a review of the Limpopo Department of Education Policy on provision of LTSM. Thirdly, I conducted an overview of actual provision of equipment and physical facilities at school, with a view to establish the level of practical work in the teaching and learning of Physical Science in the province. Fourthly, I conducted a field study in order to examine the utilization of existing science LTSM by both learners and educators. Fifthly, I made recommendations on improvement of the policy on provision of LTSM in the Province to include outstanding science LTSM. Lastly I made recommendations on improvement of the utilization of the available science LTSM and other appropriate science facilities. The study is concluded by making recommendations aimed at solving the identified problem of inequitable provision and utilization of science LTSM in Limpopo Province schools.Item Open Access The role of high school principals in the management of the school curriculum in the Soutpansberg Area of the Vhembe District in Limpopo Province(2012-12-11) Mukwevho, Mashudu Peter; Bayona, E. L. M.; Tshivhase-Phendla, T. S.Item Open Access The perception of Grade One teachers towards the use of educational technology in implementation Curriculum 2005: a case in the Northern Province (Region 3)(2000-05-16) Rambani, Tanganani Esther; Bayona, E. L. M.The research study was initiated to investigate the challenges faced by secondary school educators with regard to the management of teenage mothers who receive child support-grant in Sibasa Circuit of the Vhembe District of Limpopo Province of South Africa. The study focused at critical issues that are experienced by educators in managing these teenage mothers in schools. The assumption was that educators' and learners performance is affected the lack of effective and efficient management of learners. In addition, it is assumed that effective and efficient management of these learners may improve their performance as well as that of educators with respect to obtaining satisfactory pass rate. These critical issues include amongst others; capacity of educators in managing teenage mothers who receive child support grant; understanding of roles and responsibilities of educators in the management these learners; causes and effect of absenteeism by teenage mothers; poor performance by teenage mothers; dropouts and performance of learners. Triangulation of quantitative and qualitative methods of data collection was employed to collect both qualitative and quantitative. Ten (10) Schools within the target area namely, Sibasa Circuit in the Vhembe District were sampled and data was collected using a structured questionnaire comprised of both open-ended and closed-ended questions. Key findings of the research study were that educators did not receive proper training regarding the management of teenage mothers at their schools; educators are not familiar with the policies guiding the management of teenage mothers and those lacks of management of learners have impact to the performance of learners that leads to their drop out of school. Some recommendations are that: • Educators should be trained about the management of teenage mothers, receive ongoing training, outline and communicate roles and responsibilities with respect to management of these learners, as well as the ensuring that the accountability of success and failure of the management is made clear to both educators and learners.