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You searched for +publisher:"University of South Africa" +contributor:("Mogashoa, Tebogo Isaac"). Showing records 1 – 2 of 2 total matches.

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University of South Africa

1. Mbatha, Mvikeleni Goodwill. Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban.

Degree: 2016, University of South Africa

The education ministry has introduced a number of important curriculum forms, including Curriculum 2005 (C2005) in 1998, the National Curriculum Statement (NCS) in 2002, and most recently, the Curriculum and Assessment Policy Statements (CAPS) in 2012 in Grade 10. The latter was aimed at replacing the NCS in order to improve the quality of teaching and learning. The need for replacement was necessitated by problems that teachers experienced concerning understanding and implementing various previous curriculum policies. The literature study and theoretical framework explored scholarly contributions that are relevant to CAPS implementation. The purpose of this study is to determine teachers‟ perceptions, and identify and clarify possible barriers relating to the implementation of CAPS in Grade 10 in selected schools at Ndwedwe in Durban. For sampling purposes, rural disadvantaged schools were selected to explore the knowledge and experiences teachers hold with regard to curriculum implementation. Exploratory qualitative research design was executed with a sample of purposively selected participants which constitute one Head of Department and two teachers from each of the five different schools. Data collection was facilitated by means of interviews. The findings revealed that teachers were at first eager to welcome and accept CAPS. Furthermore, this study indicated that some challenges emerged and impeded teachers from effectively implementing CAPS. The challenges experienced relate to resource shortages, teacher training, resistance to change, class size, lack of time, professional development, workload, administrative support, monitoring and language as a barrier ( on the part of the learners). The study argues that without proper infrastructure, schools can neither hope nor manage to successfully implement CAPS. Based on the findings from literature and interviews, teachers still need immediate assistance with CAPS related matters. Recommendations are made to teachers, head of departments, principals, subject advisors, DBE and parents to aid effective implementation of CAPS. Advisors/Committee Members: Mogashoa, Tebogo Isaac (advisor).

Subjects/Keywords: Curriculum and Assessment Policy Statements; Curriculum implementation; Barriers to implementation; Teachers' experiences; Curriculum change; Revised National Curriculum Statement; Training program; CAPS user-friendliness

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mbatha, M. G. (2016). Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/20076

Chicago Manual of Style (16th Edition):

Mbatha, Mvikeleni Goodwill. “Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban.” 2016. Masters Thesis, University of South Africa. Accessed October 17, 2019. http://hdl.handle.net/10500/20076.

MLA Handbook (7th Edition):

Mbatha, Mvikeleni Goodwill. “Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban.” 2016. Web. 17 Oct 2019.

Vancouver:

Mbatha MG. Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10500/20076.

Council of Science Editors:

Mbatha MG. Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/20076


University of South Africa

2. Dlamini, Zephania Torch. Factors associated with the shortage of physics teachers in senior secondary schools in Swaziland .

Degree: 2014, University of South Africa

The shortage of specialist Physics teachers in senior secondary schools in Swaziland has, for years, been one of the nagging issues for the Ministry of Education and Training (MoET). This led MoET to exploiting the services of non-specialists, thus undermining the quality of learners who graduate from the system. Therefore, the study ascertained the causes of the shortage of specialist Physics teachers in senior secondary schools in Swaziland, how they could be retained and how their number could be increased. A positivist-interpretive quantitative research approach was utilised to obtain reliable and valid results in this study. The quantitative research was a survey consisting of a questionnaire that was completed by Physics teachers in senior secondary schools. The data were analysed using descriptive statistics. The study, based on the findings, concluded with some recommendations that could be used to retain and increase the number of Physics teachers in senior secondary schools. Advisors/Committee Members: Mogashoa, Tebogo Isaac (advisor).

Subjects/Keywords: Senior secondary schools; Physics teachers; Specialist Physics teachers; Teacher shortage; Teacher retention; Teacher increase; Non-Physics specialists; Gender disparities in Physics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dlamini, Z. T. (2014). Factors associated with the shortage of physics teachers in senior secondary schools in Swaziland . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18583

Chicago Manual of Style (16th Edition):

Dlamini, Zephania Torch. “Factors associated with the shortage of physics teachers in senior secondary schools in Swaziland .” 2014. Masters Thesis, University of South Africa. Accessed October 17, 2019. http://hdl.handle.net/10500/18583.

MLA Handbook (7th Edition):

Dlamini, Zephania Torch. “Factors associated with the shortage of physics teachers in senior secondary schools in Swaziland .” 2014. Web. 17 Oct 2019.

Vancouver:

Dlamini ZT. Factors associated with the shortage of physics teachers in senior secondary schools in Swaziland . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10500/18583.

Council of Science Editors:

Dlamini ZT. Factors associated with the shortage of physics teachers in senior secondary schools in Swaziland . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18583

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