{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/13775"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/13775","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"The alignment between curriculum objectives and assessment of IsiXhosa at Grade 12 level","abstract":"In the new South Africa (after 1994), the education system required an extensive overhaul to ensure that the inequalities of the past do not continue to dominate the education system. As a result, a number of debates took place and in 1998 a new educational model that is competency based was introduced (Taylor & Vinjevold, 1999). The main aim of this change was to ensure that the curriculum would integrate academic and vocational skills. The other aims was to ensure that the new education system represent a complete opposite of the apartheid education system. Language, being central to education, is one of the areas that were totally overhauled. It is therefore the aim of this study, to investigate whether the expectations of the National Curriculum Statement (NCS), articulated through curriculum objectives and expected outcomes, are fulfilled at grade 12 level, with a particular focus on isiXhosa language as a Home language. This study aims to investigate the alignment between curriculum objectives and assessment through an interrogation of the curriculum aims and assessment tools.","abstract_html":"In the new South Africa (after 1994), the education system required an extensive overhaul to ensure that the inequalities of the past do not continue to dominate the education system. As a result, a number of debates took place and in 1998 a new educational model that is competency based was introduced (Taylor & Vinjevold, 1999). The main aim of this change was to ensure that the curriculum would integrate academic and vocational skills. The other aims was to ensure that the new education system represent a complete opposite of the apartheid education system. Language, being central to education, is one of the areas that were totally overhauled. It is therefore the aim of this study, to investigate whether the expectations of the National Curriculum Statement (NCS), articulated through curriculum objectives and expected outcomes, are fulfilled at grade 12 level, with a particular focus on isiXhosa language as a Home language. This study aims to investigate the alignment between curriculum objectives and assessment through an interrogation of the curriculum aims and assessment tools.","abstract_has_math":false,"creators":["Poni, Zukiswa"],"institution":"School of Languages and Literatures","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Smouse, Mantoa"],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015","date_published":"2015","updated_at":"2026-07-22T22:23:13Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/13775","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Smouse, Mantoa"]},{"key":"dc:creator","label":"Author","values":["Poni, Zukiswa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-08-15T05:35:03Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-08-15T05:35:03Z"]},{"key":"dc:date.issued","label":"Date","values":["2015"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Languages and Literatures"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MA"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/13775"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In the new South Africa (after 1994), the education system required an extensive overhaul to ensure that the inequalities of the past do not continue to dominate the education system. As a result, a number of debates took place and in 1998 a new educational model that is competency based was introduced (Taylor & Vinjevold, 1999). The main aim of this change was to ensure that the curriculum would integrate academic and vocational skills. The other aims was to ensure that the new education system represent a complete opposite of the apartheid education system. Language, being central to education, is one of the areas that were totally overhauled. It is therefore the aim of this study, to investigate whether the expectations of the National Curriculum Statement (NCS), articulated through curriculum objectives and expected outcomes, are fulfilled at grade 12 level, with a particular focus on isiXhosa language as a Home language. 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The other aims was to ensure that the new education system represent a complete opposite of the apartheid education system. Language, being central to education, is one of the areas that were totally overhauled. It is therefore the aim of this study, to investigate whether the expectations of the National Curriculum Statement (NCS), articulated through curriculum objectives and expected outcomes, are fulfilled at grade 12 level, with a particular focus on isiXhosa language as a Home language. 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