Education

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https://lhg.cput.ac.za//handle/123456789/259

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Browsing Education by Subject "Department of Basic Education"

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    Assessment Practices to Support the Development of Learner Competencies for a Changing World
    (National Education Collaboration Trust, South Africa, 2021) Eadie, Shirley; Webb, Karen; Opelo, Matome; Troy, Conor
    This policy brief recognizes the challenge faced by the Department of Basic Education (DBE) in preparing South African learners with the 21st century skills and competencies required for the future of work, and the consequent need for adjustments to the delivery of education to develop such skills. The document focuses on the need for updated assessment practices to support the General Education Certificate (GEC) being piloted in 2021. Five key recommendations are proposed to the DBE regarding the assessment of 21st century competencies ...
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    Lego Deep Dive 2022 : Final Report
    (LEGO Foundation ; Department of Basic Education, Pretoria, South Africa, 2023-08-29) Biersteker, Linda; Kvalsvig, Jane; Zastrau, Elzeth; Carnegie, Tyryn; Bloch, Kim
    In April 2022, the Department of Basic Education (DBE) took over the leadership and coordination of Early Childhood Development (ECD) from the Department of Social Development (DSD) in South Africa, aiming to enhance early education outcomes in line with the National Development Plan Vision 2030. To assess the availability, accessibility, and quality of ECD services, the DBE conducted multiple projects. Nationwide projects such as the census of Early Learning Programmes (ELPs) and Thrive by Five which collected child-level outcome data using the Early Learning Outcomes Measure (ELOM) were rolled out. Despite these efforts, a deeper understanding of barriers and mechanisms for achieving quality ECD education, curriculum implementation and positive child outcomes is required. The ECD Deep Dive study employs a mixed methods design, combining qualitative and quantitative approaches, to address this gap and provide insights that can guide improvements in ECD programmes and ultimately child development outcomes. This approach involves both qualitative and quantitative research methods, offering diverse perspectives and insights into ELPs and their impact on child development. The study’s objectives offer a current perspective on curriculum implementation, play-based learning, inclusive practices, capacities of practitioners, parent-practitioner relationships, referral pathways, professional development and support, monitoring mechanisms and the relationship between programme quality and child outcomes. To achieve these objectives, the study is organised around five themes, addressing a total of 17 research questions. These findings intend to equip policymakers, practitioners, and stakeholders with practical and implementable information and recommendations to enhance early childhood education (ECE) in South Africa. The quantitative component involves a diverse sample of 50 ELPs selected from four provinces in South Africa. Data collection included practitioner interviews, classroom observations, child assessments, principal/manager/matron interviews and parent/caregiver interviews. Quantitative data analysis employed descriptive and inferential statistics to describe the sample and respond to research questions by theme. The qualitative segment focuses on seven ELPs chosen as in-depth case studies. These case studies provide deeper insights into a sample of high- and low-performing ELPs (according to learning environment and ELOM scores) within different provinces. Stakeholder interviews were also conducted, involving national, provincial, and local entities involved in ECD. Qualitative interviews were transcribed, and thematic analysis was conducted. Findings from both arms of the study were synthesised iteratively, integrating qualitative insights with quantitative results for comprehensive understanding.