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- The Curriculum Assessment Policy Statement (CAPS) was adopted based on the principles of the Revised National Curriculum Statement (RNCS) to improve the quality of education in both rural and urban areas since the change-over from apartheid education in 1994. The new curriculum was also introduced in order to shift from content to outcomes-based education which experienced marked implementation challenges. The main aim of this study was to investigate challenges facing educators in schools in the rural areas in the implementation of CAPS and develop a support programme for them to promote the quality of teaching and learning in these rural schools. This quantitative study used simple random sampling using a self-administered questionnaire to collect data from five hundred rural based educators. The instrument was shaped and enriched by consulting a wide range of literature on the subject to ensure its validity. Quantitative data was analysed using Statistical Package for Social Science 18 (SPSS 18) and Chi- square statistics. Results established challenges that educators are facing through lack of support programmes in the process of implementing CAPS in rural schools. It was also revealed that the majority of rural educators are not effective in implementing CAPS as they are not given support programmes. The findings of this study should assist in developing a support programme for rural based educators towards implementing the Curriculum Assessment Policy Statement in a manner that it would promote quality teaching and learning. The study concludes that rural educators need to be supported for the implementation of Curriculum Assessment Policy Statement. The study recommends the implementation of the support programme to rural educators for the effective implementation of CAPS. Further research into the development of support programme in South African rural educators should be undertaken.
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- The present study examines the role of parents in the continuous assessment of learners. The first aim was to ascertain the extent to which parents play an active role in the continuous assessment of their children. The second aim was to ascertain the extent to which parents understand the significance of continuous assessment. The third aim was to determine whether parents' biographical factors such as gender, age, type of parent, academic qualification as well as learner's grade have any influence on parents' active role which they play in the continuous assessment of their children. The last aim was to determine whether parents' biographical factors such as gender, age, type of parent, academic qualification as well as learner's grade have any influence on parents' understanding of the significance of continuous assessment. To this end, a questionnaire was administered to a randomly selected sample of one hundred and eighty-four parents. The findings reveal that parents differ in the extent to which they play an active role in the continuous assessment of their children. A very high percentage (72,3%) of parents report an above average level of active role. The findings show that parents differ in the extent to which they understand the significance of continuous assessment. A very high percentage (65.2%) 11 of parents report an above average level of understanding of the significance of continuous assessment. The findings also indicate that parents' personal variables such as age, type of parent, academic qualification as well as learner's grade have no influence on parents' active role which they play in the continuous assessment of their children. The last findings show that, with the exception of learner's grade, gender, age, type of parent and academic qualification have no influence on parents' understanding of the significance of continuous assessment. A very high percentage (72.2%) of parents with learners in grade 8 report above average level of understanding of the significance of continuous assessment as compared to (57.5%) of parents with learners in grade 7. On the basis of the findings of this study, recommendations to the Department of Education and Culture, as well as for directing future research were made.
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- The aim of this study was to investigate a theoretical basis for the study of school librarianship and to give an overview of the development of school libraries to media centres as well as to give an insight into the functioning of these centres. The concept of library media centres at both primary and secondary schools have evolved from being housed in cupboards, classroom, multi-purpose rooms, halls and other inadequate premises to spacious modern buildings specially designed to cater for the changing demands exerted by socio-political and technological demands. Teaching methods traditionally dominated by teacher-centred methodology gave way to learner-centred education, where the learner assumed a more active role in the teaching-learning process rather than being relegated to a passive receiver of information. These changes in the educative process have emanated from progressive philosophers and educationists who emphasised the importance of the learner as a central figure in the learning process. The conventional school library was thus propelled from the periphery into the mainstream of the educative process where learners could interact with a variety of learning resources (normally not always available within the classroom) at their individual pace and ability. The conventional school library proved ideal in accommodating the variety of learning resources both hardware and software (overhead projectors, slide projectors, cassette recorders etc., and transparencies, slides, etc.) in addition to printed material. For the purpose of the empirical investigation, two self-structured questionnaires were utilized. An analysis was done of 10 questionnaires completed by media centre educators and 100 completed by educators teaching at primary and secondary schools on the Durban South region of KwaZulu-Natal. The data was processed and interpreted by means of descriptive statistics. In conclusion, a summary and findings emanating from the literature study and the descriptive statistics were presented. Based on these findings, the following recommendations were made: • The introduction of continuous assessment for media centre based research in the various subjects could promote the relevance of the media centre in the teaching-learning experience. • The use of the media centre for the delivery of Library Resource Education lessons for all the classes restricts accessibility of the media centre to the larger school population. The provision of an additional teaching area could help to overcome this problem. • Accessibility of the media centre after normal school hours, Saturdays and school vacations could provide a possible additional dimension to the existing services provided by the media centre.
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