Instructional leadership regarding Curriculum 2005

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Date
2002-01
Authors
Paine, Donald Menelaus
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Publisher
University of the Free State
Abstract
English: This study is about instructional leadership regarding C2005. In order to conduct the research a study had to be made of both aBE and C2005 to determine the influence of aBE on the design and structure of C2005 and what influence C2005 had on school organisation. The introduction of C2005 with its outcomes-based approach, has been the subject of intense debate since 1990. The changing political landscape in South Africa brought significant changes to education. The old curricula were abandoned in favour of C2005 after the democratic elections in 1994. The new political dispensation based on the principles of human rights and the removal of discrimination on the grounds of race, sex and religion means that education had to change and play its part in preparing learners to be responsible citizens that would fit into our democratic society. C2005 differs radically from the traditional, input-based approach to education by changing to an outcomes-based approach. This will cause a change in the role of the teacher from a transferor of information to a facilitator and director of knowledge, and a change in the role of the learner from a passive receiver of information to an active participant in the learning process. Changes will also be necessary in the way the school is structured and therefore the delivery of the curriculum at school level becomes crucial. Great demands are placed on learners today to increase their store of knowledge and to develop the necessary skills, values and attitudes that will equip them for responsible citizenship. It follows that the school plays a part in equipping learners for the role they are going to play in society and in facing the challenges of the future where the application of knowledge and the use of skills will be of paramount importance. An attitude of life-long learning and critical and creative thinking are required and it is the responsibility of the school to inculcate these in the learners in their care. This research commenced with a study of aBE and the results of this showed that constructivism, Piaget's theory of cognitive development and mastery learning had influences on C2005. Learning is based on outcomes rather than inputs. Attitudes become important, need to be assessed and traditional normreferencing is replaced with criterion-referencing. C2005 caused changes in school organisation, mainly with regard to integration of traditional subjects into learning areas, the need to create a learner-centred environment and the introduction of continuous, formative assessment. The study into instructional leadership showed that the responsibilities include the management of change, staff development, a knowledge of teaching strategies in a C2005 context, effective communication, being available as an instructional resource, being a visible presence, providing resources and the supervision and evaluation of instruction. A review of both the literature and the qualitative study of this research project clearly shows that the role of the instructional leader has to change in a C2005 environment. The demands are greater than before because a great deal of staff development, support and motivation is necessary for the effective implementation and maintenance of C2005 into high schools. It is the responsibility of the instructional leader of the school to acquire knowledge and develop skills that will address these issues, and to set up the necessary procedures and programmes that will support these. changes. The role of the instructional leader is to help maintain a teaching staff that can provide the best opportunities for teaching and learning. The instructional leader works with teachers to develop their professionalism and enable them to create a learning environment conducive to quality teaching and learning.
Afrikaans: Hierdie studie handeloor onderrigleierskap teen die agtergrond van Kurrikulum 2005 (K2005). Om die navorsing oor hierdie onderwerp te doen, moes Uitkomsgerigte Onderwys (UGO) en K2005 albei ondersoek word om die invloed van UGO op die ontwerp en struktuur van K2005 vas te stel en om die uitwerking wat die nuwe kurrikulum op skoolorganisasie gehad het, te bepaal. Die instelling van K2005 met sy uitkomsgerigte benadering was sedert 1990 die onderwerp van lewendige debatvoering. Die veranderende politieke toneel in Suid-Afrika het betekenisvolle veranderings in die onderwys meegebring. Na die demokratiese verkiesing in 1994 is die ou kurrikulums laat vaar ten gunste van K2005. Die verandering na die nuwe stelsel het 'n paradigmaskuif vereis by leerkragte wat die kurrikulum moet toepas, asook by onderrigleiers wat die toepassing van die nuwe kurrikulum by hoërskole bestuur. In die lig hiervan is besluit om die rol van die onderrigleier in die toepassing van Kurrikulum 2005 na te vors. Dit het 'n ondersoek na UGO en sy invloed op K2005 genoodsaak, asook die implikasies wat dit vir die rol van die onderrigleier ingehou het. Die navorsing is gedoen deur middel van literatuurstudie en 'n kwalitatiewe studie. Die literatuurstudie wat gedoen is, is op sekere aspekte toegespits. Dit het die volgende ingesluit: 'n studie van UGO en die invloed daarvan op die ontwerp en struktuur van K2005, 'n studie van die Suid-Afrikaanse Kwalifikasieowerheid (SAKO), die Nasionale Kwalifikasieraamwerk (NKR) en die ontwerp van K2005, asook 'n studie van die rol van die onderrigleier en hoe K2005 hierdie rol verander het. Die studie begin met 'n stelling van die probleem, stippel die doelwit uit en formuleer die navorsingsvrae. 'n Bondige ondersoek na die struktuur van die ou Suid-Afrikaanse onderwysstelsel en die gebeure wat tot die instelling van die nuwe kurrikulum gelei het, is gedoen voordat UGO bestudeer is. Die uitslag toon dat konstruktiwisme, Piaget se teorie van kognitiewe ontwikkeling en die aanleer van vaardighede en invloed op K2005 gehad 'het. Leer is eerder op uitkomste as op insette gegrond. Denkwyses het belangrik geword en moet geassesseer word. Tradisionele normverwysings is vervang met kriteriumverwysings. K2005 het veranderings in skoolorganisasie veroorsaak, veral met betrekking tot die inskakeling van tradisionele vakke in leerareas, die noodsaak om en leerdergesentreerde omgewing te skep en die instelling van voortgesette formatiewe assessering. Die bestudering van onderrigleierskap het aangetoon dat verantwoordelikhede van die onderrigleier die volgende insluit: die bestuur van verandering, personeelontwikkeling en en kennis van onderrigstrategieë in en K2005-verband. Hy moet doeltreffende kommunikasie verseker, as opleidingsbron beskikbaar wees en en sigbare teenwoordigheid handhaaf. Voorsiening van hulpmiddels en die toesig en evaluering van onderrig word ook van die onderrigleier verwag. Die kwalitatiewe studie is uitgevoer met ses proefpersone, van wie vyf opvoedkundiges aan universiteite en een en kurrikulumontwikkelaar van die provinsiale owerheid is. Hierdie kwalitatiewe studie het verskeie terreine van verantwoordelikheid vir die onderrigleier uitgewys. Dit sluit in die bestuur van die paradigmaskiuf, kurrikulumverandering en kurrikulumimplementering, die skepping van en leerdergesentreerde omgewing, die bestuur van menslike hulpbronne, personeelontwikkeling, onderrigstrategieë in en K2005-omgewing, die verskaffing van hulpmiddels en die hantering van finasiële implikasies, doeltreffende kommunikasie, onderrighulpmiddels, die handhawing van en sigbare teenwoordigheid, toesig en assessering van onderrig en die toepassing van gehaltebeheer. Die resultate van die literatuurstudie en die kwalitatiewe studie is vertolk en saamgevoeg en die veranderende rol van die onderrigleier teen die agtergrond van UGO en K2005 is bepaal. Gegrond op hierdie vertolking is tot die slotsom gekom dat die rol van die onderrigleier in 'n K2005-omgewing kundige, volgehoue en doelgerigte leierskap vereis. Uit hierdie gevolgtrekkings word 'n aantal aanbevelings en riglyne vir onderrigleiers oor die bestuur van K2005 gemaak.
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Keywords
Education, Instructional leadership, Outcomes-based education, Curriculum 2005, Curriculum, Implementation, Assessment, General education and Training, Secondary school, Qualitative, Educational leadership -- South Africa, School management and organization -- South Africa, Thesis (Ph.D. (Curriculum Studies))--University of the Free State, 2002
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