Developing writing competencies : a case study of educators' experiences with a READ Educational Trust training programme in primary schools

Show simple item record

dc.contributor.advisor Fraser, William John
dc.contributor.postgraduate Rankapole, Koena Jacobeth
dc.date.accessioned 2013-09-09T12:12:44Z
dc.date.available 2008-10-28 en
dc.date.available 2013-09-09T12:12:44Z
dc.date.created 2008-09-03 en
dc.date.issued 2008-10-28 en
dc.date.submitted 2008-10-17 en
dc.description Thesis (PhD (Assessment and Quality Assurance in Education and Training))--University of Pretoria, 2008. en
dc.description.abstract 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. en
dc.description.availability Unrestricted en
dc.description.degree PhD (Assessment and Quality Assurance in Education and Training)
dc.description.department Curriculum Studies en
dc.identifier.citation * en
dc.identifier.other D490/gm en
dc.identifier.upetdurl http://upetd.up.ac.za/thesis/available/etd-10172008-160018/ en
dc.identifier.uri http://hdl.handle.net/2263/31358
dc.language.iso en
dc.publisher University of Pretoria
dc.rights © 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. en
dc.subject Outcomes-based education en
dc.subject Impact assessment en
dc.subject Training programmes en
dc.subject Performance assessment en
dc.subject Evaluation research en
dc.subject School factors en
dc.subject Learning theories en
dc.subject Whole school effectiveness en
dc.subject Writing competencies en
dc.subject Training models en
dc.subject UCTD
dc.title Developing writing competencies : a case study of educators' experiences with a READ Educational Trust training programme in primary schools en
dc.type Thesis en


Files in this item

This item appears in the following Collection(s)

Show simple item record