Kutame A. P.Mudzielwana, N. P.Manyage, Tshidaho2015-02-042015-02-042015-02-04Manyage, T. 2015. Educator's role in the implementation of first additional language in foundation phase as required by curriculum assessment policy statement: a case study of Dzondo. . . http://hdl.handle.net/11602/242http://hdl.handle.net/11602/242MEdDepartment of Curriculum Studies and Education ManagementenImplementation processFoundation phaseCurriculum assessment policy statementEducatorsPublic schoolsEnglish first additional language373.00968257Curriculum-based assessment -- South Africa -- LimpopoCurriculum change -- South Africa -- LimpopoEducation -- CurriculaDissertationManyage T. Educator's role in the implementation of first additional language in foundation phase as required by curriculum assessment policy statement: a case study of Dzondo. []. , 2015 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/242Manyage, T. (2015). <i>Educator's role in the implementation of first additional language in foundation phase as required by curriculum assessment policy statement: a case study of Dzondo</i>. (). . Retrieved from http://hdl.handle.net/11602/242Manyage, Tshidaho. <i>"Educator's role in the implementation of first additional language in foundation phase as required by curriculum assessment policy statement: a case study of Dzondo."</i> ., , 2015. http://hdl.handle.net/11602/242TY - Dissertation AU - Manyage, Tshidaho DA - 2015-02-04 DB - ResearchSpace DP - Univen KW - Implementation process KW - Foundation phase KW - Curriculum assessment policy statement KW - Educators KW - Public schools KW - English first additional language LK - https://univendspace.univen.ac.za PY - 2015 T1 - Educator's role in the implementation of first additional language in foundation phase as required by curriculum assessment policy statement: a case study of Dzondo TI - Educator's role in the implementation of first additional language in foundation phase as required by curriculum assessment policy statement: a case study of Dzondo UR - http://hdl.handle.net/11602/242 ER -