Recommendations and Conclusion
5.3 Implications and recommendations
105 Inadequate support from the SMT was one of the concerns expressed by teachers.
Two teachers revealed that their HODs did not possess sufficient Technology content knowledge to assist and support them to effectively implement the curriculum. It was revealed during interviews that the SMT in all schools could not provide the teachers with resources and tools to effectively implement the curriculum. In order to improve teaching and learning in the Technology classroom teachers need to be supported.
The teachers indicated that collaboration and communication with other teachers was not sufficient. Teachers mentioned the need for working with other teachers who have been formally trained, partnering with well-resourced schools, conducting training workshops on the practical aspect for neighbouring schools and forming clusters within the circuits. The teachers felt that it was important for them to share with other teachers their resources, strategies and skills that they use in the classroom in order to effectively implement the Technology curriculum. I also learned that one teacher was, however, able to partner and work with the Science teacher within the school and he mentioned that this partnering was beneficial for him and assisted him to effectively teach some content in the classroom. Ornstein and Hunkins (2012) are of the view that communication among peers needs to be ensured and encouraged and for successful implementation people should be brought together to discuss new curricula because feedback from teachers is essential to the curriculum process. The lack of communication and teacher involvement during curriculum development is an issue that was raised by the teachers who participated in this study.
106 levels (subject advisors), Technology teachers, the school (management and other teachers), and perhaps learners. The study therefore recommends the following:
➢ The subject advisors need to find strategies to identify the teachers’ content knowledge gaps so that they will be able to design and provide training that targets the needs and concerns of the teachers. The teachers in this study clearly wanted professional development in a specific area of Technology which is practical skills. The officials need to have the resources to engage Technology teachers in practical situations and possess expertise in content knowledge in order to assist teachers. Teacher training workshops must be based on the teachers’ needs in order to positively influence curriculum implementation in the Technology classroom. Other areas that the training could address are:
▪ Teachers must be assisted on how to incorporate other skills of the design process as they help their learners to develop solutions in Technology instead of mainly focusing on the making of the product.
▪ Giving teachers strategies, methods and support on how to address the language barrier challenge in their classrooms and thus facilitate effective curriculum implementation in Technology.
➢ If Technology as a subject is supposed to produce learners who are innovative, creative and critical thinkers as envisaged in CAPS, the Department of Basic Education needs to provide schools with resources, tools and equipment that are required to implement the curriculum in Technology. It is time for the curriculum developers to consider the practical nature of the subject and the demands of the curriculum entrusted to Technology teachers by providing the necessary support to schools. Schools that have Technology in the curriculum should be provided with a designated Technology room/workshop so that teachers can effectively assist learners to do practical work and store their resources and finished products. The unavailability of resources is a crippling factor to effective curriculum implementation.
➢ School Management Teams need to create time and provide platforms for teachers to work collaboratively at school level. This can be done by adapting
107 their timetables so that teachers can find time to share knowledge, ideas and experiences, ask questions, try out new strategies and discuss challenges they encounter during the implementation of the Technology curriculum.
Officials of the Department of Education can co-ordinate and assist the teachers to form clusters so that they can network and share ideas with teachers from neighbouring schools.
➢ School Management Teams, in particular HODs that are in charge of Technology, need to be capacitated on content knowledge by the Department of Education officials so that they will be able to promote and enhance a high standard of teaching by teachers that they supervise. HODs need to ensure that Technology is prioritised as a subject by providing teachers with resources and tools required to effectively deliver the curriculum.
➢ The Department of Basic Education has addressed the concerns expressed by many stakeholders (including the teachers in this study) about the role of Technical subjects and the compulsory pairing of pure Mathematics and Physics with Technology by revising and amending policy. New Technology subjects have now been included in the curriculum, that is Technical Mathematics and Technical Sciences, to promote improved access to vocational career paths and these will be implemented from 2016 to 2018 as stated in Circular S7 of 2015 by the Department of Basic Education. While this concern has been addressed, the Department of Education at district level needs to ensure that qualified teachers are appointed and available in schools for the smooth implementation at the beginning of 2016.
➢ Technology teachers in schools without Technology subjects in the FET Phase must be supported by curriculum specialists from the Districts so that they will understand their role and be able to facilitate the transition and progression of Grade 9 learners to the FET phase right through to tertiary level.
➢ The Department of Basic Education needs to include Technology subjects in the FET phase and they need to count for admission to universities like other
108 academic subjects so that the status of the Technology in Grade 9 will be raised and the Grade 9 learners will be encouraged to choose and follow Technology career paths.