Curriculum and Instructional Studies

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Browsing Curriculum and Instructional Studies by Author "Duma, M.A.N."

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    Experiences of foundation phase educators in implementing outcomes-based education and the curriculum assessment policy statement in the Hlabisa Circuit
    (University of Zululand, 2017) Gumede, Balindile Rejoice; Duma, M.A.N.
    This study focuses on the experiences of Foundation Phase educators in implementing OBE and CAPS in the Hlabisa Circuit (KwaZulu-Natal).Foundation Phase educators in this circuit face many challenges in implementing effectively the relevant teaching methodologies required by OBE and CAPS, to the extent of being frustrated by the lack of resources which would help them in their implementation. Their problem, in short, is that they do not know how to implement the principles underpinning OBE and CAPS. The researcher used quantitative research in this study. Data have been collected through questionnaires. Most challenges encountered by Foundation Phase educators are to do with compiling learner portfolios and work schedules, group teaching, and disciplinary measures. Classroom organisation and teaching activities are not receiving the attention they need. Educators are frustrated by the large number of learners each of them is facing. They are frustrated by the instability of Departmental policies: changes in the education system take place regularly.
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    Exploring views of educators on the outcomes of the reading campaign
    (University of Zululand, 2013) Mhlongo, Hlengiwe Romualda; Khuzwayo, M.E.; Duma, M.A.N.
    The purpose of the present study was to understand the efficacy of the reading campaign in improving learners’ competences in reading. The study was conducted in the northern KwaZulu-Natal province, and the researcher chose Uthungulu district as the field of study. The study was conducted in senior phase schools under Mthunzini circuit in Uthungulu district with a sample size of sixty educators. Educators answered a questionnaire with closed and open- ended questions. A questionnaire was administered to educators to solicit (a) their views on the implementation of the ELITS’ reading campaign, (b) their awareness of the campaign and (c) the availability and accessibility of the quality reading collections supplied by ELITS to schools. The findings revealed that majority of the educators are not aware of the ELITS reading campaign, their knowledge of the campaign is limited and they are not even aware of the objectives and time frame of the project. The implementation of the ELITS campaign was not monitored as a result some schools do not engage leaners in reading activities and they do not regard it as a skill that must be taught. The distribution of relevant reading material is not made readily available to the majority of schools, the majority of schools do not have libraries and library personnel; as a result it is hard for learners to access reading materials; thereby impacting negatively on learners’ competences in reading. Based on the findings the researcher realised that the objectives of the ELITS reading campaign were not achieved due to poor planning for the campaign, lack of training for the educators, lack of monitoring and evaluation of the project and time frame for the project was not clearly stated. The study recommends that reading campaigns be planned properly, all stakeholders must know and understand objectives of the campaign, time frame must be clearly stated to all stakeholders and monitoring and evaluation must be taken into consideration.
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    School violence in the Umbumbulu Circuit
    (University of Zululand, 2016) Shabalala, Sandile Caiphas; Duma, M.A.N.
    Violence in schools is one of the most challenging issues facing educators, policy makers, learners, parents and the community in South Africa at large. Sometimes it occurs without educators and parents being aware of it and in most cases, learners specifically girls are reluctant to report their experiences of violence. Because the entire community is continually searching for ways to address this problem in schools, it is hoped that this study may offer some valuable insights. This study focuses on school violence in the Umbumbulu circuit affecting the safety and learning of learners. Educators are also affected to a great extent. Many factors were considered when investigating the problem of school violence. The problem was traced from the theorist’s perspectives and the factors related to the family, school and the community. An extensive literature review shows that the above-mentioned factors contributed to school violence. In order to support or reject the findings of the literature study, qualitative research was conducted. Empirical data from four high schools in the Umbumbulu circuit in Durban in the South region of KwaZulu Natal were collected by means of individual interviews. Thirty two educators were interviewed including principals and senior educators in order to determine whether violence is increasing or decreasing. The study was aimed at investigating the common types of violence and the nature thereof. The causes of violence including the triggers, all form an integral part of this investigation. The teacher experiences and responses to the interviews as part of the qualitative research revealed that a culture of violence existed in these schools, and that corporal punishment was still practised. Educators’ perceptions on school violence at their schools revealed that bullying persisted, especially when there was no teacher supervision. Deep anger from learners, tribal disputes and drugs were some of the factors that triggered violence in the Umbumbulu circuit. Based on these findings recommendations for the implementation of prevention programmes were made.