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Browsing Research and Innovation Unit by Subject "Teachers"

Browsing Research and Innovation Unit by Subject "Teachers"

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  • Challenges of Inclusive Education: Lesotho Case Study 
    Mateusi, C. M.; Khoaeane, J. T.; Naong, M. N. (International Journal of Educational Sciences, 2014)
    Effective implementation of inclusive education continues to be a thorn in the flesh for school managers and authorities in Lesotho. This paper’s aim is two-fold: First, it investigates the underlying causes and recommends ...
  • The Developmental Appraisal System (DAS) as a major issue in educational policy discourse in the Foundation Phase of schools in the Free State 
    Kolobe, A.B.M. (Interim : Interdisciplinary Journal, Vol 13, Issue 1: Central University of Technology Free State, Bloemfontein, 2014)
    The purpose of this paper, based on a doctoral study, is to examine how teachers in the Foundation Phase of schools in the Free State province perceived, conceptualised and implemented Developmental Appraisal System (DAS) ...
  • EDUCATORS' A P P R O A C H E S TO CURRICULUM DEVELOPMENT 
    Ngidi, David. P. (University Of Venda, 2010)
    This study investigated educators' approaches to curriculum development. A quantitative research approach was used in a survey of a sample of 304 randomly selected participants. To this end. the Curriculum Orientation ...
  • How to Overcome Challenges for Meaningful Implementation of Inclusive Education in Lesotho 
    Khoaeane, T.J.; Naong, M.N. (Kamla-Raj: Journal of Social Sciences, 2015)
    This study explores the extent to which inclusive education is appropriately and adequately implemented in Lesotho schools. The study, which was conducted among 256 randomly selected teachers in the two districts of Lesotho, ...
  • Overcoming challenges of the new curriculum statement - a progress report 
    Naong, M.N. (Interim : Interdisciplinary Journal, Vol 7, Issue 2: Central University of Technology Free State Bloemfontein, 2008)
    With the dawn of the new curriculum in this country, namely, Curriculum 2005 (C2005) in 1997, and the Revised National Curriculum Statement (RNCS) in 2002, which are the two major curriculum policy developments in South ...
  • Overcoming inclusive classroom challenges for teachers : a Lesotho case-study 
    Naong, M.N.; Mateusi, C.M. (Journal for New Generation Sciences, Vol 12, Issue 2: Central University of Technology, Free State, Bloemfontein, 2014)
    Teachers in Lesotho are confronted by a myriad of challenges, such as ensuring the meaningful inclusion of learners with impairments as well as adequately meeting their educational needs. This paper therefore, explores ...

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