To the adorable daughters of the 'ITIy family' Zama -Rejoice-en-d -Precious Norrh:larrhiafoT gave me no -press'while- I was preparing this research report. Therefore, using GROSO'UTs increases motivation for development, making earning them intellectually rewarding.
LIST OF PLATES
LIST OF TABLES
PAGEN'O
LIST OF GRAPHS
PAGEN-O
LIST OF APPEl'l""DICES
INTRODUCTION
- PURPOSE OF THE STUDY
- CRTTTCAL QUESTIONS
- RATIONALE FOR THE STUDY
- CONCLtfSrON
- OUTCOMES BASED EDUCATION (OBE)
- CONCEPT IOUTCOMES~ IN OBE
- CONCEPT RESOURCES
- LEARNER-CENTRED CONCEPT
- RESOURCES AND THE NEW CURRICULUM
- DIFFERENT TYPES OF RESOURCES
For the effectiveness of improving outcomes, outcomes-based education resources play a critical role in the context of teaching and learning. Planning the use of resources in the teaching and learning situation should be of vital importance in any teaching and learning context.
Resources from the media
Resources from the waste
Resources from the everyday environment
Resources within the community
RESOURCES FROM THE MEDIA
UsrN'G "RAOrO AS A RESOURCE
In normal conversations, people use contractions like will not and have started making -not -falls and saying things that are not important to them. It can be confusing if you are not used to listening to this type of speech (Educator's GuideI 1999).
2.4.3 'USTN'G TELEVISION AS A RESOURCE
USING COMPUTERS AS A RESOURCE
Computer as a resource
- USIN'G TEXTBOOKS AS RESOURCES
One of the largest sources of information accessible through a computer is the Internet. Anyone can find almost any information on almost any topic on the Internet. Although the computer as a resource can be used in many ways in educational programs, there are certain areas where it "proves to be most effective in the teaching process".
Textbooks as resources
They can be used effectively not only "in better equipped schools, but also "as a cheap resource in many of the disadvantaged schools. For example, -if teachers want to give learners homework, they can easily refer them to the textbook. With those new ideas, they can supplement the teacher's information and refer to other sources.
Teachers should 'see that they check and find out the ·tasty information in the textbooks, as most textbooks are incomplete.
Promoting the importance of reading to the learners
- RESOURCES FROM WASTE
- RESOURCES FROM THE COMMUNITY
- USING LEARNERS AS A RESOURCE
These can be used to familiarize students with the shapes of the letters and to brighten up the classroom. An abacus can be used to help students with addition and subtraction skills and to develop their math skills. Objects such as bottle caps, matchboxes and tin cans can be used to represent houses and factories.
Role play can be in the form of an interview, where the learner plays the role of a well-known person either from the past or the present.
RESOURCES
RESEARCH METHODOLOGY
- INTRODUCTION
- SAMPLING METHOD
- RESEARCH SUBJECTS I PARTICIPANTS
- SITES VISITS AND TIME FRAME
- PHASE 1: PLANNING
- PHASE 2: BEGiNNING DATA COLLECTiON
- PHASE 3: BASIC DATA COLLECTION
- DATA SOURCE AND INSTRUMENT OF GATHERING DATA
- INSTRUMENTS OF DATA GATHERING
- CONClUSION
- SHORT DESCRIPTION OF FOLWENI
- RESOURCES AND FACILITIES IN SCHOOLS
- CASE STUDIES
- CASE STUDY ONE
The researcher will spend approximately twenty-seven (27) days at locations collecting data for the study. Data analysis begins with a construction of the facts as found in the data recorded by the researcher. The researcher used purposive sampling as the sampling method to choose the research topics for the study.
Therefore, it is very important that the researcher examines the technique used in the study before collecting the data for the research study.
Old ways of communication
Television models are made from cardboard boxes, magazines and wood (resources from waste - and resources from the environment). Phone models are made from -egg shell containers -and ice cream sticks (resource-s fromwa-ste). Even Ms Doncabe, who is the teacher in the Foundation Phase, said (in the interview) that she used stones and sand (resources from the environment), bottle tops and cans (resources from waste) to make drums and rattles.
She also said that she (interview) used cardboard boxes as waste material to modify the alphabets and -1eamerscotoured them with different paints and stuck them on watts.
Models made from waste resources
The atphabets play a very important role in familiarizing team members with the tetters' 'shapes' and brightening up the greenhouse room. The following points represent various fashions and designs created by the Foundation Phase-feamers at Hfengisizwe Primary School.
Models made from waste resources
Res'ources from waste 'and from the environment
Non-projecting media like posters, charts and chalkboard
Panel (25) presents the non-projection media used by teachers and students to enhance their teaching and learning in the classroom. Therefore, the researcher observed that students at Hlengisizwe collaborate with their teachers using available resources to improve their teaching and learning in an outcome-based education environment. Teachers emphasized the need and provision of resources and facilities to improve the school environment based on results.
4:7 CASE STUDY TWO
She pointed out that field trips broaden the horizons of the learners, and that they are an essential part of the curriculum and of the ·Ieamers' all-round education at school. When learners participate in out-of-classroom programs, they begin to take responsibility for their own learning and thus enrich their educational experiences and the researcher also believes that this is essential in this twenty-first century. Teachers at Mklomelo Primary said that the use of resources in outcome-based education provides a fertile learning environment and learners work effectively in groups and take responsibility for their own learning.
The teachers also emphasized that the provision of sufficient resources and spaces in schools should be taken into account, and the development of appropriate infrastructure networks should be one of the first priorities that the government should also devote to.
4:8 CASE STUDY THREE
Learning is learner-centered because learners are involved in research that is involved in Cl dialect and the exchange of ideas ·in the classroom context.
Grade1 I Grade2 Grade3
CON'CLUSTON
Teachers involve their students in field trips, which are community resources, even in educational research projects. They encourage their students to use the available resources in their activities and in their research projects. Te'acllers also emphasized that they (inteNieuw) use the resources available at school in designing the learning activities and in improving OBE.
Therefore, resources are one of the ways 'in which teaching and learning can become truly democratic, open and enjoyable.
5 DATA ANALYSIS
5:1 INTRODUCTION
5:2:1 SUMMARY OF TEACHERS DEMOGRAPHIC DETAILS
QUESTION ABOUT RESOURCES
As resource-safe is one of the ways in which teaching and learning can become truly democratic, open and enjoyable, the following table (Table 10) presents the different resources used by teachers in teaching and learning.
I CHALKBOARD
At Masuku Primary, forty-five percent (45%) of teachers rely on game resources to enhance their teaching and learning in school, fifty-two percent (52%) on resources from the environment, forty percent (40%) on the community as a resource, ninety percent (90%j on textbooks as resources from the media and. At Mklometo Primary, sixty-five percent (65%) of teachers rely on game resources to improve their teaching and learning in school, seventy percent -(70%) on resources from the environment, fifty-five percent (55°/6) on the community as a resource, eighty five percent (85%) on textbooks as a resource from the media and eighty percent (80%) on the blackboard as a resource.
5:2:3 QUESTIONS ABOUT METHODS
5:2:5:5 The use of resources in OBE allows them to become facilitators of the learning process, rather than dominating and 'choosing what' the team will be, and their teaching methods change from teacher-centred to. 34;eam-er-centered, although some of them still dominate the team environment in their classrooms. They are no longer authoritarian figures in their classrooms, but collaborate with their students.
5':2':'5~6 About 25% of teachers still believe that textbooks and blackboards are the most effective and meaningful resource in teaching and learning, which means that they lack and trust integration of other resource in their teaching- and learning context.
GENDER PERCENTAGE 1 AGE RACE . LANGUAGE
5:3:2 RESOURCES KNOWN AND USED BY LEARNERS IN SCHOOLS AND AT HOME
I PERCENTAGE
I RESOURCES
5:3:3 ANALYSIS OF DATA FROM LEARNERS
5:4-:1 Being the researcher, I prayed the dual role of being a researcher and educator as the study also focused on my school. 5:4:3 Financial problems were also another contributing factor as money was needed to supply questionnaires and interview schedules. 5:4:4 To carry out this study money was needed for travel and other equipment such as a video camera.
The reason for this is that some teachers felt that the researcher would reveal their views on changes in their teaching and learning content.
5:5 CONCLUSION
Teachers involve many projects such as collecting cans and encourage them to use available resources in their educational research projects. Involving team people in res-ea-rch projects opens the doors to a new class of abilities and enables teachers to become facilitators rather than dominating and choosing what to believe. The availability of resources and facilities makes it possible for teachers to realize different outcomes and improve instruction in different learning areas.
RECOMMENDATION AND CONCLUSION 6.1 INTRODUCTION
RECOMMEN'DATIONS
- TO THE DEPARTMENT OF EDUCATION
- TO THE MAJOR PHYSICAL iNFRASTRUCTURE PROVIDERS
- TO THE GOVERNMENT TRAINING INITIATIVES
- TO THE TEACHERS
- TO THE EDUCATIONAL INSTiTUTiONS
- TO THE PRINCIPALS, SCHOOLS GOVERNING BODIES AND THE DEPARTMENTOFEDUCATfON
They should ensure that workshops and seminars are organized to assist teachers in the correct and relevant6 ways of using resources in education outcomes. Teachers must be able to respond flexibly and sensitively to the needs of their students and use the various resources that are used in the context of the classroom. Now, it is possible to say that the use of resources in OBE exposes learners to multiple contexts as wet as the stimulation of a multitude of cognitive processes.
Therefore, this topic is important for aHeducatron and educational institutions to be in order with the new system for using resources in Outcomes Based Educatron.
APPENDICES
A map of Folweni area
DEMOGRAPHIC DATA
What resources do you use when working with your students in the teaching and learning context. What do you think is your colleagues' perception of the use of resources in outcome-based teaching. What resources do you think should be made available in school by the Department of Education to support OBE in schools.
ORGA .ISEAND MANAGE YOURSELF
COMMUNICATE EFFEtTIVELY
SEVEN CRITICAL OUTCOMES
LEARNING
Clockwork Courage!
In addition to the use of these resources, the teachers and students learn additional development and creative skills. In the previous example I gave about the SWAP project, the trainees use an inexpensive microbiological field kit to carry out water tests normally reserved for the high-tech laboratory. 34;~ 'Kesearcnswsdatyonger-Cuttingoutchildren·stC>:;-3'-children may be easier,mustOoriesenpublish articles,u.in'\ encouraged to free voluntary'newspapers.and'may:.dnes. to do;(1) read and can benefit from 1. , coveredWith;-.. 1this is not important to import plastic to make sure that they->,g read-in programs are ex-maintainable for a reasonable reasonI. erchildren,which period I can be involved in the scheme such as Rea-.Ouersensorgglverscari'~ dathonsandpairedreadiIlg,ei-read'athomeaswell.Irr~pec-':; With that younger children, like the age of the child, ~ a JD community p~olectorIn a group certain time,:must work a Kant{'g- With their peers..every day which is a family reading. children to take part.·must~also Sl.afenbeste-' It's a good idea to have.lmorereading!1gquietly-·9 classroom collection of book server With the children...I= for children who are read to.Those reasons.Many boys consider reading! for these areas follow:.:.:·irrelevant.of-or-ground-thing~ti •The book was chosen for-'only girls?o.TI;rede.forth.1S: so that teachers know,Is it usuallyU~moederis,their claim level~1for them,for them ! children;...,.is small.TeachersIIIthe early I •The book is easily available-gr3'is also for women.
In addition to developing listening skills, Allglish in Action involves both teachers and students in the learning experience in a meaningful way.
Wear ~ now the 2nd part of the training for the teachers begins and want to invite you to visit the place at any time that suits you. PRESENTATION OF THE BEAUTY OF THE SCHOOL: FOL\VENI Umbumbulu Environmental Health Services and, on behalf of the Department of Education & Culture, expresses its gratitude for your constant enthusiasm in sustaining the above project since the last five years. In order to correct past imbalances in the provision of LSEN programs, the provision of the psychologist, guidance and special education services must be structured to ensure an equitable distribution of resources to all members in the province.
The aim of the survey is to carry out an analysis of the needs of Leamers with Spec1Educational Needs so that relevant and appropriate support systems can be created.
