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ABET educator empowerment : a case study in the Limpopo Province

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dc.contributor.advisor Van der Horst, H.V.R. (Dr.) en
dc.contributor.advisor McDonald, M.E.W. (Prof.) en
dc.contributor.author Mothiba, Dikeledi Rahab en
dc.date.accessioned 2009-08-25T10:55:35Z
dc.date.available 2009-08-25T10:55:35Z
dc.date.issued 2009-08-25T10:55:35Z
dc.date.submitted 2005-11-30 en
dc.identifier.uri http://hdl.handle.net/10500/1681
dc.description.abstract This study is a systematic, objective investigation of educator empowerment, where the researcher explores the perspective of ABET educators. This study is presented against the backdrop of striking a balance between the conventional curriculum and Curriculum 2005 (OBE) because they exhibit a variety of challenges, anomalies and imbalances which led to the Revised National Curriculum Statements which will be implemented in 2006. It is informed by the fact that educators, if empowered, form an integral and central feature of changes in educational centres, especially in teaching adult learners to be able to assist their school-leaving children so as to improve provincial matric results, for example. The researcher focused on educators of ABET in Limpopo Province as the unit of analysis in this study. Interactive, cooperative, peer teaching, dialogic meditation, group and team teaching, constructivism and human resource development, reflective and multi-level approaches, are discussed with a particular focus on educator empowerment, including in-service training programmes. The researcher regards ”church settings” (her term) as inappropriate for effective teaching as they reduce educators to preachers and learners to congregants. This occurred as a result of the failure to recognise the importance of educator-learner, learner-learner and educator-educator interaction in the past curriculum. The study argues that the approaches mentioned are appropriate for this study. Educator empowerment is a lived-in and continuous process, monitoring and evaluating of in-service training to ensure quality. It was therefore necessary to develop a research design that would make it possible to enable educators to implement the new curriculum. Qualitative research is based on an in-depth inquiry which captures an educator's personal perspectives and experiences. Focus groups and in-depth interviews, which exemplify qualitative methods, were seen to be the best research tools in gathering the data for this study. The respondents, were UNISA ABET certificate students, and also professional educators at formal schools. They showed zeal in improving the educational situation. Their responses led to the model which has been developed in the thesis, culminating in uplifting the teaching profession and handling its multi-level led dynamic in an interactive and cooperative manner and reflecting in their experiences so that purposes of the National Qualifications Framework can be attained. en
dc.format.extent 1 online resource (xii, 315 leaves)
dc.language en
dc.subject ABET educators/Practitioners/Facilitators/Teachers en
dc.subject ABET learners en
dc.subject Alternative Educator Empowerment model en
dc.subject Andragogics en
dc.subject Arts and culture Assessment en
dc.subject Assessment standards en
dc.subject Constructivism en
dc.subject Core learning areas en
dc.subject Curriculum studies en
dc.subject Didactics en
dc.subject Economic Management Sciences en
dc.subject Higher Education and Training Band en
dc.subject Human Resource Development en
dc.subject In-service Training en
dc.subject Integration en
dc.subject Interactive approach en
dc.subject Languages literacy en
dc.subject Learning outcomes en
dc.subject Learning programme en
dc.subject Leadership life orientation en
dc.subject Monitoring en
dc.subject Natural sciences en
dc.subject Reflective approach en
dc.subject Rubrics en
dc.subject Social sciences en
dc.subject Special needs en
dc.subject Team teaching en
dc.subject Technology en
dc.subject Training en
dc.subject Tourism en
dc.subject.ddc 374.96825
dc.subject.lcsh Adult education -- South Africa -- Limpopo -- Evaluation
dc.subject.lcsh Elementary education of adults -- South Africa -- Limpopo
dc.subject.lcsh Adult learning -- South Africa -- Limpopo
dc.subject.lcsh Adult education teachers -- In-service training -- South Africa --Limpopo
dc.title ABET educator empowerment : a case study in the Limpopo Province en
dc.type Thesis en
dc.description.department Educational Studies en
dc.description.degree D.Ed. (Didactics) en


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