Data presentation and analysis
4.2 Thematic analysis of data
4.2.5 Theme 5: Link with subjects offered in the FET phase and the status of Technology in the curriculum
64 strong historical linkage between Science and Technology (Jones et al., 2013).
There is also a promotion of Maths, Science and Technology in schools by the Department of Basic Education through various programmes which could be influential in why participants perceived these subjects as a combination. The data generated suggests that all participants believe that their subject specialisation is beneficial as it assisted them to comprehend some Technology content and be in a position to deliver this content in a Technology classroom. Subject backgrounds seem to have a positive effect on participants. Even Mr Maswazi, who has never been trained formally in Technology, is able to draw knowledge from Science. It is important to emphasise that Technology is a subject on its own, with its own goals, specific aims and curriculum demands that need to be achieved. Jones et al. (2013) assert that it is crucial for learners’ development that Technology is not dominated by stronger Science and Mathematics subcultures as this could be detrimental to the subject.
4.2.5 Theme 5: Link with subjects offered in the FET phase and the status of
65 Miss Sinabo was probed further on why she wanted the subject to continue to Grades 10-12, she remarked:
“Sometimes my learners do not take Technology seriously because they always tell me that it is not in the FET phase.”
Mr Rutendo commented that they did not have a Technology subject in Grades 10-
12 at his school. Like Miss Sinabo, he believes that Physics is the only subject that is linked to the Technology he teaches in Grade 9. He indicated that some learners leave their school to “… a neighbouring school, Rose High (pseudonym) because they offer Technology subjects in Grade 10”.
Mr Maswazi echoed the same concern when he remarked that there was no Technology subject in the FET phase at his school. “There is no continuation of Technology in the FET, it’s good riddance from Grade 9. It is a compulsory thing.
They get rid of Technology in Grade 9.”
He expanded on the issue by mentioning a practice that is done at his school:
You know if learners fail or struggle in Grade 10, 11 or 12 they are advised to go to FET colleges so that they do skills training. I always say how can you ask that, how do you send learners there without basic skills from Technology. If you take Technology as a practical subject and you don’t have practice on it still they are going to perform poorly at the FET College.
All participants expressed their concern over the fact that there is no continuation of Technology in the FET phase in their schools. Stevens (2006) argues that the inclusion of ‘general’ Technology in the FET phase is essential and he maintains that this will have a motivating ‘pull’ on the teaching and learning of Technology. It is clear from the discussion above that it is important for the Grade 9 teachers to see a progression of content from what they teach to the higher grades and they want their learners to pursue the subject in higher grades. The participants are clearly at the consequence stage, according to the CBAM, which is when teachers are concerned about the effects of the innovation on learners and want to improve the programme.
At this time they would have reached an impact level, according to Hall and Hord
66 (1987). If these concerns are not addressed they could have an adverse effect on curriculum implementation. Stevens (2006) suggests that one of the factors that hampers curriculum implementation in Technology is the lack of Technology subjects both in the FET 10-12 band and at tertiary level. Technology as a subject has been designed to provide a foundation for all Technology subjects in the FET phase. It is, however, of concern that not a single school in this study offers a Technology subject in the FET phase except for Physical Sciences. For the participants there is no continuation of the Technology subject. It becomes a dead-end subject in Grade 9.
Reid (2000) also raises a similar concern when he argues that the lack of understanding careers and progression to pathways to tertiary education is a barrier to implementation in Technology.
Mr Rutendo explained that he had to get rid of Mechanical Technology at his school.
When further probed on his reasons, he commented”
I can’t teach it anymore because the kids do not want to do the straight Mathematics that goes with it. Technology is paired with straight Maths and the kids don’t want to do straight Maths because it’s difficult and the kids that do straight Maths don’t want to do Mechanical Technology because it is not weighted at University, it’s not going to allow them to go to university.
The data above suggests that Grade 9 Technology teachers are faced with a dilemma that all the Technology subjects in the FET do not allow learners to gain entry into University except for Engineering Graphic and Design. This is stipulated in all the CAPS documents for Civil, Mechanical, and Electrical Technology. The following is a statement from CAPS Mechanical Technology: Mechanical Technology does not have the distinction of being a Grade 12 exemption subject; it has the advantage of giving the learner the background of what is expected from them when enrolling in any mechanical study opportunities (Department of Basic Education, 2011b). These Technology subjects are paired with pure Mathematics. Mr Rutendo feels that this exacerbates the problem as pure Mathematics is too difficult. Grade 9 Technology teachers are supposed to help learners make subject choices at the end of this grade, however, the data generated suggests that this is not happening due to a lack of FET technology subjects in the three participating schools. It is
67 demotivating for the teachers and they expressed a concern about the future of their Grade 9 learners. The issue discussed above has a negative impact on how the participants view the subject. In agreement with the point made above, Reid (2000) argues that the lack of understanding careers and progression to pathways to tertiary education is a barrier to implementation in Technology.
The status of the Technology subject in all the participating schools seems to concern teachers in various ways. To the question: do you think Technology enjoys the same status with other subjects at your school? Miss Sinabo expressed her concern about the fact that Technology was being managed under the Food and Beverages Department at the school. She said:
“I think it would be better if Technology was under the Science Department here at school because in Science we do have a company that usually sponsors the subject. With the Department that I am in we don’t get sponsors.”
Mr Rutendo responded:
“No, I told you Technology is treated as filler subject but remember not everybody can teach Technology.” He added that not every teacher would understand levers, electricity, gears and drawings. “Technology should be taken seriously because it is a specialist subject.”
Mr Maswazi added:
“It does not, like even with ordering books the GET cannot order sufficient books, the focus is up there at the FET level. Before, we could not order textbooks; the budget was for the FET.”
Siksin (2001) contend that school subjects like Maths, English, Science are regarded as basic in the curriculum. This claim suggests that high status subjects such as Science and Mathematics may receive more resources and power within the school and community than lower status subjects like Arts. The data suggests that Technology has a lower status than other subjects in all the schools and as a result teachers sometimes do not get resources because other subjects like Science are prioritised. Mr Rutendo explained that the subject was taken as a filler subject with
68 every teacher thinking they could teach it. He emphasised that Technology was a specialised subject and not just anyone could teach it.