Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/2687
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dc.contributor.advisorProsser, Julia Judith-
dc.contributor.authorGovender, Loganayagieen_US
dc.date.accessioned2017-11-15T08:15:09Z-
dc.date.available2017-11-15T08:15:09Z-
dc.date.issued2004-
dc.identifier.otherDIT107436-
dc.identifier.urihttp://hdl.handle.net/10321/2687-
dc.descriptionDissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: (Management) at the Durban Institute of Technology, Durban, South Africa, 2004.en_US
dc.description.abstractSince 1994 South Africa has been undergoing political change and this has impacted tremendously on education. There have been major shifts in education policy, structures and curriculum. Since the introduction of the new curriculum which is Outcomes-Based Education, educators, learners, parents, school governors and principals have been faced with numerous challenges and have also been confronted with a variety of problemsen_US
dc.format.extent139 pen_US
dc.language.isoenen_US
dc.subject.lcshClassroom management--South Africaen_US
dc.subject.lcshCompetency-based education--South Africaen_US
dc.titleAn investigation into classroom management in an outcomes-based education context : implications for parents and governorsen_US
dc.typeThesisen_US
dc.description.levelMen_US
dc.identifier.doihttps://doi.org/10.51415/10321/2687-
local.sdgSDG04-
item.fulltextWith Fulltext-
item.grantfulltextrestricted-
item.languageiso639-1en-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.openairetypeThesis-
Appears in Collections:Theses and dissertations (Arts and Design)
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