The effectiveness of teacher development workshops as a strategy for OBE/Curriculum 2005 implementation in KwaZulu-Natal : the case of Mshwathi and Wartburg circuits.

UKZN ResearchSpace

Show simple item record

dc.contributor.advisor Harley, Ken L.
dc.creator Gule, Caroline Sibongile.
dc.date.accessioned 2011-05-19T09:16:28Z
dc.date.available 2011-05-19T09:16:28Z
dc.date.created 2004
dc.date.issued 2004
dc.identifier.uri http://hdl.handle.net/10413/2882
dc.description Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2004. en_US
dc.description.abstract The implementation of Outcomes Based education in countries such as Australia, New Zealand and American states had problems (Steyn & Wilkinson, 1998). South Africa was no exception during the implementation of OBE in the foundation phase. Since 1997 the National Department of Education has spent millions of rands on providing training and materials to facilitate the implementation of Curriculum 2005 (C200S) / OBE in the compulsory school phase. Educators who were to implement C2005 the following year had to attend development workshops the previous year. Nevertheless educators have had problems in implementing C 2005. The purpose of this study was to determine the extent to which the training of trainers is effective in training other educators to implement OBE. A review of the related literature revealed that much research has been done on the implementation of OBE / C2005. General recommendations for the training of educators and for implementation were given. The literature consulted did not, however, address the criteria used for the selection of trainers, how the training programme was implemented and delivered and, neither was the effectiveness of trainers addressed. The study employed a qualitative approach and data were collected by the use of questionnaires and interviews. Interviews were utilised because they involve direct personal contact with the respondents. A non-scheduled structured interview was conducted since issues to be investigated were determined prior to the interviews. The sites were three schools from different ex Departments of Education in the Umvoti District in the region of Pietermaritzburg in Mshwathi and Wartburg circuits. The subjects of the study were the educators of grades one to three, foundation phase and the educators of grade seven. All these educators had attended the training workshops. The sample included Subject Advisers, who were involved in the training of the educators and the Superintendents of Education Management (SEMs). The study revealed that the workshops were not effective as a cascading model towards the implementation of C200S / OBE. Information was diluted along the way and the facilitators were not fully prepared for their roles. The methods used in the training workshops were not relevant to the different contexts of implementation. The study also revealed that educators, the implementers of C2005 / OBE lacked support from the different stakeholders. The recommendation is that authorities take into account different contexts of implementation and different levels of professional development of educators, so that training methods used are relevant to the participants. It is also recommended that support is offered from all stakeholders. en_US
dc.language.iso en en_US
dc.subject Competency based education--South Africa. en_US
dc.subject Curriculum planning--South Africa. en_US
dc.subject Teachers--Training of. en_US
dc.subject Theses--Education. en_US
dc.title The effectiveness of teacher development workshops as a strategy for OBE/Curriculum 2005 implementation in KwaZulu-Natal : the case of Mshwathi and Wartburg circuits. en_US
dc.type Thesis en_US

Files in this item

This item appears in the following Collection(s)

Show simple item record

Search UKZN ResearchSpace


Advanced Search

Browse

My Account