The sample included subject advisors who were involved in the training of educators and heads of educational management (SEM). The methods used in the training workshops were not relevant to the different implementation contexts.
Educational reform
The same ideas were expressed in the Education Policy and System Change Unit (EDUPOL) of the Urban Foundation. The government therefore undertook to train all the educators in the implementation of the new Education Policy.
IMPLEMENTATION
Issues of implementation
The role of the teacher in the implementation of the 2005 curriculum is not considered critical, but teachers are at the center of the implementation of the educational reform. For the researcher, the implementation of the reform, C2005 for this study and the realities within which teachers work need to be explored.
J Impact of teacher training on implementation
This is also suggested by O'Sullivan (2002) when he states that the role of teachers in the reform process has received little attention from empirical research and is not taken seriously by policy makers. According to Rogan (2000), Curriculum 2005 has much to offer in South Africa if it is implemented in a realistic manner that gives teachers ownership of the curriculum content and delivery process.
IMPLEMENTATION DIFFICULTY: A VDEW FROM OTHER COUNTRHCS 23.1 PRE-SERVICE TEACHER TRAINING: A STUDY IN PEOPLE'S
A NAMIBIAN CASE STUDY
The purpose of the study was to explore, within a framework of the teachers' 'classroom reality', the reasons why the teachers participating in the study were not successful. Chelu and Mpulwe (1994) are cited and give one of the reasons why the SHAPE program failed because it is difficult to reach many rural schools.
Relevance to the present study
Conclusion of the findings
CONTEXT FOR CHANGE IN SOUTH AFRICA
Introduction of many educational reforms
- School enrolment
- Gender enrolment
- Out of school population
- Medium of instruction
Educators were uncertain about their future in the Ministry of Education, resulting in low morale. This suggests that students are staying in the system for longer, which is a welcome development.
SUBJECTIVE REALITIES .1 Willingness
- Feasibility
According to Clercq (2002), many policy analysts have attributed poor policy implementation and service delivery in schools to a lack of departmental capacity and resources, which severely limits national, provincial and school performance. According to Rogan (2000), it is doubtful if any country has attempted radical change in such a different situation, referring to C2005 in South Africa.
Top down model
For the above reasons, the researcher studies the impact of the cascade model in the communication process. Therefore, the researcher wants to find out how the implementation of OBE is addressed in the training program.
Symbolic interaction
The importance of context has been considered by different provinces to solve problems that arise during the implementation of K2005. In the implementation of C200S, schools were considered to consist of the same contexts and to have both determining and enabling effects of implementation.
J Description of schools .3.1 Blueberry School
From the Department of Education .1 Subject Advisers
The two selected Subject Advisers were involved in the cascading of OBE-based C2005 in Umvoti Dstrict, under which the Mshwathi and Wartburg circuits are located. The data collected from the subject advisors was intended to answer critical questions about the study because they trained the delegates (they were the original people). SEMs from the Mshwathi and Wartburg circuits were selected to be part of the study because one of their job descriptions is to monitor and coordinate the implementation of departmental policies.
They had to specify the criteria used to select the delegates in their circuits, how the cascade model was planned in their circuits and also what they consider to be the obstacles or problems affecting implementation.
NEGOTIATING ACCESS
In a similar vein, Giddens (1991) was also cited in Oakes (2001), where he argues that sociological research seeks to contribute to our understanding of why events happen as they do, rather than simply taking them at face value. Upon gaining access, an introduction was made and the name of the university where the research was conducted was stated. It is stated that such studies have been conducted in other provinces and the researcher wanted to conduct the study specifically in these two circuits.
They were asked to help with the information and mentioned that they were not obligated to participate in the study, but their participation would be appreciated. After meeting with the heads of the SGBs, the directors wanted to ensure the protection of their staff, all correspondence had to go through the office. In all three schools, explanations were given to the principals about the procedure for completing the questionnaires.
Dates were set and times given to the researcher so that her presence at the school would not disrupt the institution's normal program upon her return.
DATA COLLECTION
Data collecting instruments utilised in the schools .1 A school profile
- Delegate interview schedule
- Observation schedule
The data obtained helped to determine whether these factors have an effect on the implementation of OBE / C200S. This questionnaire was completed by the educator, its focus is on the workshops attended by the educator, the principles of OBE that were covered in the workshop, the educators' perceptions of the workshop and other related information. The data collected informed the researcher about the delegates, the workshop(s) they attended and the workshop they hosted.
Delegates should also make suggestions for improving the workshops that will follow (see Appendix D). The focus was on teachers' documents such as workbooks, their practices and the classroom environment.
Instruments used to collect data from Departmental Officials, Subject Advisers (trainers)
- Subject adviser (trainer) characteristic profile
Interview on workshops facilitated at
- Senior Education Managers (SEMs) SEM Interview Schedule
- LIMITATIONS TO THE STUDY
- VALIDATION
- DATA ANALYSIS
- Number of learners and educators
- J Home language and medium of instruction
Other problems encountered and their solutions are discussed under study limitations in 3.9. The sample of the study is small, it is not a true representation of the target population. This is believed to have had a negative impact on the data collected and thus affect the results of the study.
They also limited the generalizability of the study because from the small sample, not all documents were observed. Sometimes the respondent's words were inaudible because there were students in the background, sometimes in adjacent classes. In all three schools there are two educators per class, regardless of class enrollment.
Academic qualification of the respondents varies from Primary Teacher Certificate (PTC) to Bachelor of Education (Bed).
EDUCATOR QUESTIONNAKE SCHEDULE
General OBE principles addressed in the workshop
- Opinions about the workshop(s)
- Confidence gained or lost
She mentioned that at the workshop they were assigned to groups and encouraged to have a group discussion. At the time it was mentioned that they were rushed, they were not given extended options, they were expected to achieve the required result for the activity at the same time. All respondents agreed that they were familiar with the implementation steps, which start from macro planning to micro planning and assigning students to groups.
Overall respondents from the blueberry and mulberry schools felt that the workshops were valuable although there were sections they felt were less valuable. All respondents expressed the opinion that they were not confident to implement OBE / C200S after attending the workshop. It was also mentioned that when questions were asked in the workshop for clarity, they were not answered satisfactorily.
Lack of confidence to implement K2005 created uncertainty and this was exacerbated with the obstacles in the educators' classrooms, such as large groups of learners and unavailability of textbooks.
Learners' environment not conducive
Lack of resources
- Absenteeism of learners
- Content of the material
- Assessment
- Decrease number of learners per class
- Resources
- Provision of support
- Learner development
- Educators documents
- Learning programme (LP)
- Recording
- Experience in the Learning Area (LA)
- Who chose the delegates
- Opinions about the workshops attended
- Information about the material used
- Materials used in the workshop
- Confidence to facilitate
- Information on workshops facilitated at
Educators from the Blueberry and Mulberry schools recommended that the training be varied according to the needs of different schools. There was an outcry that the content of the policy document was complex and confusing. These were the views of educators who recommended that the content of the material be user-friendly.
Three of the delegates indicated that they were elected by their principals, SEMs for their circuits, and other principals who were present at the principal's meeting when they were elected. Of the four teachers, one teacher indicated that she had no information about OBE/C2005. She expected to gain a lot about OBE/C2005 from the five-day workshop. Three out of four delegates responded that they felt confident enough to facilitate the OBE/C2005 workshops.
The final question in the information section on workshops attended was for delegates to indicate how the effectiveness of the training workshops had been determined.
- Material used
- J Follow - up
- Obstacles in the implementation of OBE / C2005
- Comments on the use of workshops as a cascading model
- Experience in the learning area
- Information on workshops attended
- Information on workshops facilitated at
- Support given to participants towards implementation of OBE
- Recommendations / advice .1 Training
- FINDINGS WITH RESPECT TO WORKSHOPS .1 Problems with the cascade model
- Characteristics of the trainers
- Principles of OBE
- Physical facilities
- Teacher pupil ratio
- Lack of support from parents
- Unavailability of roads to the school
- Educators commute
- Lack of support from the Department
- Subject Advisers
- Context
- The context
- Inadequate support
- Recommendation for successful policy implementation .1 Inclusion of educators in the planning
- SUGGESTIONS FOR FURTHER STUDIES
- CONCLUSION
- Wartburg 6.2 Mshwathi
- Number of grade 3 learners in each class
- Number of grade 3 educators in the school
- Complete the following with regard to grade 7 classrooms in 2000 1 Number of grade 7 classrooms
- Number of grade 7 learners in each class
- How many years have you taught the present grade that you teach?
- How many years have you taught the Learning Area (s) that you teach this year?
- Please list your academic and professional qualification
- OBE?
- Which general principles informing OBE based C2005 were addressed in the workshop^)?
- Use the following scale to give your opinion about the workshop(s) that you attended
- What did you find valuable in the workshop(s)?
- Please explain why you feel that way?
- What did you regard to be the least valuable?
- Please list all the provincial workshops you attended in preparation for the facilitation at circuit level
- Which of the above workshops did you find valuable?
- Explain why you feel that way
- Which of the above workshops did you find to have less value?
- Explain why you feel that way
- As an educator, use the following scale to give your opinions about the training workshops that you attended
- Were you given handouts / documents with OBE / C2005 infonnation to read on your own?
- What other learning and teaching materials were given / used in the workshop?
- Explain your answer in above
- How much time was spent on different components such as
- Introduction
- Were they from workshops attended or you developed them?
- INTERVIEW ON WORKSHOPS ATTENDED
- How many workshops did you attend in preparation for the training of delegates?
- How long was each workshop?
- What are the general principles informing OBE based C200S with respect to the workshop?
- What materials were used in these workshops?
- What is the training model?
- Did the workshops meet the objectives?
- DETAILS OF WORKSHOPS FACILITATED AT 8
- Did you use the materials that were used in the preparation workshops?
- Please indicate how the principles informing OBE were addressed in the workshops?
In question 20.3, delegates were asked to indicate the effect of the use of these materials on participants' understanding. Educators at the investigated schools commute, they use shared transport with educators at neighboring schools. This study therefore validates the findings of the other researchers in the case of Mshwathi and Wartburg orbits.
This study was conducted to determine the effectiveness of workshops in the implementation of Curriculum 2005 in the case of the historically neglected racecourses Mshwathi and Wartburg. The study shows that the content of the workshop was focused on terminology, which confused the participants. Which of the following were you involved in before participating in the planning of the training curriculum 6.1.
How did you (as facilitator) determine the effectiveness of each workshop training session? What support did you provide to your participants to implement C2005 as a follow-up to the effectiveness of the workshop(s). How did you (as facilitator) determine the effectiveness of each workshop training session?
Grade 02
How did teachers in your district get elected as delegates to attend OBE workshops? How these educators who attended the seminars reported to the educators (colleagues) from the delegates. In monitoring the implementation of C2005, what do you see as the main obstacles/constraints in.
Please provide your suggestions or recommendations for the workshops to be held for the educators who will be implementing C2005.
Srvi
Computers donated to the school are not being used but kept in the storage room by the principal, they were collected by the vice principal (Blueberry School).
