Assessing the Relative Participation of Different Stakeholders in Curriculum Development in Secondary Schools of OR Tambo Inland Education District B
- Authors: Machaea, Joseph Modumedi
- Date: 2025
- Subjects: Teacher , Participation , Curriculum development , Curriculum implementation , O.R Tambo
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/11260/13875 , vital:79042
- Description: Democracy in South Africa necessitated transformation of segregated education systems that existed and adopted in schools prior 1994, to have a single curriculum irrespective of colour, race, and religion. Transformation of education in particular was crucial to redress the imbalances of the past. It was believed that consultation was done through Batho Pele principles, though there has been no empirical evidence to prove teacher participation in curriculum development as major implementers. This study, sought to establish the relative contribution of stakeholders like teachers, communities, teacher unions in curriculum development in schools of OR Tambo inland education district. Resistance shown by teachers regarding curriculum implementation triggered the researcher. A case study research design was adopted hence, it is the analyses of OR Tambo teachers and principals’ responses. In collecting and analysing the collected data, a qualitative method approach was used. A sample of 10 purposeful selected secondary schools from different circuits was used for data collection and each secondary school was represented by one teacher and one principal as participants for this study. Semi- structured interviews were conducted face-to-face with 10 teachers and 10 principals of the sampled purposefully selected secondary schools. The qualitative data was adopted in this study. A thematic approach was used to analyse the collected data through interviews. It emerged the stakeholders like teachers, principals, teacher unions, communities, were marginalised by Department of Basic Education (DBE) curriculum planners. The study recommended that DBE should have effective programs on teacher training for curriculum implementation, availability of human and material resources, involve stakeholders like teachers, principals, teacher unions, researchers, parents and interested parties in curriculum developments... , Degree: D. Education (Education Management and Development)
- Full Text:
- Date Issued: 2025
- Authors: Machaea, Joseph Modumedi
- Date: 2025
- Subjects: Teacher , Participation , Curriculum development , Curriculum implementation , O.R Tambo
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/11260/13875 , vital:79042
- Description: Democracy in South Africa necessitated transformation of segregated education systems that existed and adopted in schools prior 1994, to have a single curriculum irrespective of colour, race, and religion. Transformation of education in particular was crucial to redress the imbalances of the past. It was believed that consultation was done through Batho Pele principles, though there has been no empirical evidence to prove teacher participation in curriculum development as major implementers. This study, sought to establish the relative contribution of stakeholders like teachers, communities, teacher unions in curriculum development in schools of OR Tambo inland education district. Resistance shown by teachers regarding curriculum implementation triggered the researcher. A case study research design was adopted hence, it is the analyses of OR Tambo teachers and principals’ responses. In collecting and analysing the collected data, a qualitative method approach was used. A sample of 10 purposeful selected secondary schools from different circuits was used for data collection and each secondary school was represented by one teacher and one principal as participants for this study. Semi- structured interviews were conducted face-to-face with 10 teachers and 10 principals of the sampled purposefully selected secondary schools. The qualitative data was adopted in this study. A thematic approach was used to analyse the collected data through interviews. It emerged the stakeholders like teachers, principals, teacher unions, communities, were marginalised by Department of Basic Education (DBE) curriculum planners. The study recommended that DBE should have effective programs on teacher training for curriculum implementation, availability of human and material resources, involve stakeholders like teachers, principals, teacher unions, researchers, parents and interested parties in curriculum developments... , Degree: D. Education (Education Management and Development)
- Full Text:
- Date Issued: 2025
Prospects of Entrepreneurship Education and Transformational Development Process in the Eastern Cape Universities
- Authors: Nongalo, Nombulelo
- Date: 2024
- Subjects: Entrepreneurship , Entrepreneurship education , Entrepreneurship intention , Entrepreneurship training programme , Post-School training , Competency , Pedagogy
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/11260/13864 , vital:79045
- Description: This study explores the prospects of entrepreneurship education and its role in the transformational development process at universities in the Eastern Cape, South Africa. Amidst significant socio-economic challenges, namely high unemployment and limited access to educational resources, entrepreneurship education has emerged as a critical tool for fostering economic growth and resilience. By employing a qualitative research approach based on an interpretivist paradigm, the study engages a diverse population comprising university top managers, academic lecturers, and students from multiple institutions. Through semi-structured interviews, the research aims to capture the complexities of stakeholders' experiences and perceptions surrounding entrepreneurship education... , Degree: D. Education
- Full Text:
- Date Issued: 2024
- Authors: Nongalo, Nombulelo
- Date: 2024
- Subjects: Entrepreneurship , Entrepreneurship education , Entrepreneurship intention , Entrepreneurship training programme , Post-School training , Competency , Pedagogy
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/11260/13864 , vital:79045
- Description: This study explores the prospects of entrepreneurship education and its role in the transformational development process at universities in the Eastern Cape, South Africa. Amidst significant socio-economic challenges, namely high unemployment and limited access to educational resources, entrepreneurship education has emerged as a critical tool for fostering economic growth and resilience. By employing a qualitative research approach based on an interpretivist paradigm, the study engages a diverse population comprising university top managers, academic lecturers, and students from multiple institutions. Through semi-structured interviews, the research aims to capture the complexities of stakeholders' experiences and perceptions surrounding entrepreneurship education... , Degree: D. Education
- Full Text:
- Date Issued: 2024
Information and Communication Technology in The Delivery of Accounting Lessons in Secondary Schools at OR Tambo District in the Eastern Cape, South Africa
- Authors: Seleke, Zikhona
- Date: 2022
- Subjects: Information and Communication Technology , Accounting , OR Tambo District , South Africa
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/11260/13344 , vital:78627
- Description: This study investigated the influence of Information and Communication Technology (ICT) on the delivery of Accounting lessons in secondary schools in OR Tambo Inland District. The literature contextualises the study by exploring the role of ICT, educator attitudes towards ICT, the effect of lack of ICT provision at schools, the importance of ICT to secondary school Accounting educators, discussion on various approaches to implementing digital education in the teaching and learning of Accounting at selected secondary schools. The study employs a mixed-method approach to define, describe, interpret, and understand the behaviour of the participants using ICT in the teaching and learning of Accounting in selected urban and rural schools in the OR Tambo Inland District…
- Full Text:
- Date Issued: 2022
- Authors: Seleke, Zikhona
- Date: 2022
- Subjects: Information and Communication Technology , Accounting , OR Tambo District , South Africa
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/11260/13344 , vital:78627
- Description: This study investigated the influence of Information and Communication Technology (ICT) on the delivery of Accounting lessons in secondary schools in OR Tambo Inland District. The literature contextualises the study by exploring the role of ICT, educator attitudes towards ICT, the effect of lack of ICT provision at schools, the importance of ICT to secondary school Accounting educators, discussion on various approaches to implementing digital education in the teaching and learning of Accounting at selected secondary schools. The study employs a mixed-method approach to define, describe, interpret, and understand the behaviour of the participants using ICT in the teaching and learning of Accounting in selected urban and rural schools in the OR Tambo Inland District…
- Full Text:
- Date Issued: 2022
- «
- ‹
- 1
- ›
- »