Political change, curriculum change and social formation, 1990 to 2002 Page 239 Political
change, curriculum change and social formation, 1990 to 2002 Ken Harley and Volker Wedekind …

The period 1994-2011 introduced a new historical era for school education in South Africa.
Outcomes-based Education (OBE) was introduced and was controversial from the outset for …

It has been suggested that the curriculum development process should focus on three
factors: people, programmes and process in order to achieve the idealised goals. In other …

This paper is a response to the recent curriculum revisions in South Africa, namely the
introduction of the Curriculum and Assessment Policy Statement (CAPS). We argue, using …

Research into teacher identity can generate insights into how teachers contribute and
respond to change. Researchers face the challenge of representing findings that are useful …

Background Although inclusive education is widely discussed, its implementation has not,
arguably, been far-reaching. There remains a lack of specific, targeted approaches towards …

Early post-apartheid policies envisaged a South African teacher who had autonomy to make
professional judgements based on their school context and learners' needs. However, over …

Background: The research reported on here is part of a larger study exploring the alignment
of the intended, implemented and attained curriculum with regard to practical work in the …

This closing chapter offers both a generative synthesis (what do we now know?) as well as a
catalytic synthesis (what is to be done?) of the research contributions to this book on …

Few studies have investigated how teachers teach sexuality within the Outcomes-Based Life
Orientation programme. This desktop review investigates sex and sexuality teaching …