Instructional leadership regarding Curriculum 2005

[摘要] English: This study is about instructional leadership regarding C2005. In order toconduct the research a study had to be made of both aBE and C2005 todetermine the influence of aBE on the design and structure of C2005 and whatinfluence C2005 had on school organisation.The introduction of C2005 with its outcomes-based approach, has been thesubject of intense debate since 1990. The changing political landscape inSouth Africa brought significant changes to education. The old curricula wereabandoned in favour of C2005 after the democratic elections in 1994. The newpolitical dispensation based on the principles of human rights and the removalof discrimination on the grounds of race, sex and religion means that educationhad to change and play its part in preparing learners to be responsible citizensthat would fit into our democratic society.C2005 differs radically from the traditional, input-based approach to educationby changing to an outcomes-based approach. This will cause a change in therole of the teacher from a transferor of information to a facilitator and director ofknowledge, and a change in the role of the learner from a passive receiver ofinformation to an active participant in the learning process. Changes will alsobe necessary in the way the school is structured and therefore the delivery ofthe curriculum at school level becomes crucial. Great demands are placed on learners today to increase their store ofknowledge and to develop the necessary skills, values and attitudes that willequip them for responsible citizenship. It follows that the school plays a part inequipping learners for the role they are going to play in society and in facingthe challenges of the future where the application of knowledge and the use ofskills will be of paramount importance. An attitude of life-long learning and critical and creative thinking are required and it is the responsibility of the schoolto inculcate these in the learners in their care.This research commenced with a study of aBE and the results of this showedthat constructivism, Piaget's theory of cognitive development and masterylearning had influences on C2005. Learning is based on outcomes rather thaninputs. Attitudes become important, need to be assessed and traditional normreferencingis replaced with criterion-referencing. C2005 caused changes inschool organisation, mainly with regard to integration of traditional subjects intolearning areas, the need to create a learner-centred environment and theintroduction of continuous, formative assessment. The study into instructionalleadership showed that the responsibilities include the management of change,staff development, a knowledge of teaching strategies in a C2005 context,effective communication, being available as an instructional resource, being avisible presence, providing resources and the supervision and evaluation ofinstruction.A review of both the literature and the qualitative study of this research projectclearly shows that the role of the instructional leader has to change in a C2005environment. The demands are greater than before because a great deal ofstaff development, support and motivation is necessary for the effectiveimplementation and maintenance of C2005 into high schools. It is the responsibility of the instructional leader of the school to acquireknowledge and develop skills that will address these issues, and to set up thenecessary procedures and programmes that will support these. changes. Therole of the instructional leader is to help maintain a teaching staff that canprovide the best opportunities for teaching and learning. The instructionalleader works with teachers to develop their professionalism and enable them tocreate a learning environment conducive to quality teaching and learning.

[发布机构] University of the Free State