Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Developing writing competencies : a case study of educators' experiences with a READ Educational Trust training programme in primary schools
Thesis (PhD (Assessment and Quality Assurance in Education and Training))--University of Pretoria, 2008.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Published: |
University of Pretoria
2013
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613488116924416 |
|---|---|
| access_status_str | Open Access |
| author2 | Fraser, William John |
| author_browse | Fraser, William John |
| author_facet | Fraser, William John |
| collection | Thesis |
| dc_rights_str_mv | © 2008 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Assessment and Quality Assurance in Education and Training))--University of Pretoria, 2008. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/31358 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:36:56.516Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/31358 Developing writing competencies : a case study of educators' experiences with a READ Educational Trust training programme in primary schools Fraser, William John krankapole@unisa.ac.za Rankapole, Koena Jacobeth Outcomes-based education Impact assessment Training programmes Performance assessment Evaluation research School factors Learning theories Whole school effectiveness Writing competencies Training models UCTD Thesis (PhD (Assessment and Quality Assurance in Education and Training))--University of Pretoria, 2008. Worldwide, the urgent need for educational reform led to the pressing need for educational transformation. Basically, educationalists, policy makers and business leaders of the world ascribe the educational transformation to various factors such as the global economy, technological inventions and the new organizations of work. Subsequently, pathways to improvement in schools have become less specific and more ambiguous than ever before. The dynamic interplay amongst internal factors, combined with the influence of external factors, does not lend itself well to one prescription for quality assurance and improvement in schools. In the past, traditional manufacturing sectors had their own interpretation of the concept of organizational improvement, whereby the worker was expected to be dependable and loyal, rather than develop thinking skills. Management was responsible for planning, creative thinking, leadership and control. Under the pressure of economic competition, however, many companies including schools are in the process of changing to so-called high performance work organizations. As a result, the provision of quality education has become one of the challenges facing the entire African continent. Hence there has been a variety of strategies implemented by the South African National Department of Education (DoE) in order to improve the quality of teaching and learning in schools, for example the Tirisano campaign that aims to involve all the stakeholders in schools. A large number of service providers were involved in the implementation of Tirisano, including the READ Educational Trust that offers outcomes-based language programmes to language educators, who in turn implement them in schools. The language programmes are aimed at equipping learners with basic language skills such as speaking, listening, reading, and writing. The ultimate goal for the initiative to encourage teamwork in the provision of education in South Africa is to ensure that people are able to comply with the high demands of the country’s labour market. Undoubtedly, good communication skills are a basic requirement for anyone to perform well in a turbulent work environment. It is against this background that organizations such as READ Educational Trust are actively involved in the provision of support through language programmes. This thesis reports on a case study of educators’ experiences with a READ Educational Trust’s language programme in primary schools. Curriculum Studies PhD (Assessment and Quality Assurance in Education and Training) Unrestricted 2013-09-09T12:12:44Z 2008-10-28 2013-09-09T12:12:44Z 2008-09-03 2008-10-28 2008-10-17 Thesis * D490/gm http://hdl.handle.net/2263/31358 http://upetd.up.ac.za/thesis/available/etd-10172008-160018/ © 2008 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf University of Pretoria |
| spellingShingle | Outcomes-based education Impact assessment Training programmes Performance assessment Evaluation research School factors Learning theories Whole school effectiveness Writing competencies Training models UCTD Developing writing competencies : a case study of educators' experiences with a READ Educational Trust training programme in primary schools |
| title | Developing writing competencies : a case study of educators' experiences with a READ Educational Trust training programme in primary schools |
| title_full | Developing writing competencies : a case study of educators' experiences with a READ Educational Trust training programme in primary schools |
| title_fullStr | Developing writing competencies : a case study of educators' experiences with a READ Educational Trust training programme in primary schools |
| title_full_unstemmed | Developing writing competencies : a case study of educators' experiences with a READ Educational Trust training programme in primary schools |
| title_short | Developing writing competencies : a case study of educators' experiences with a READ Educational Trust training programme in primary schools |
| title_sort | developing writing competencies a case study of educators experiences with a read educational trust training programme in primary schools |
| topic | Outcomes-based education Impact assessment Training programmes Performance assessment Evaluation research School factors Learning theories Whole school effectiveness Writing competencies Training models UCTD |
| url | http://hdl.handle.net/2263/31358 http://upetd.up.ac.za/thesis/available/etd-10172008-160018/ |