When the National Ministry of Education implemented the modified FET subjects in schools in 2006, technology was introduced as one of the new subjects. What are the implications of the way the National Curriculum Statement has structured technology into the FET school curriculum?
INTRODUCTION TO THE STUDY 1
- BACKGROUND TO THE STUDY…
- Political and curriculum change in South Africa
- New Needs of Democratic Change and Global Economy
- Post Apartheid Education and C 2005
- NQF LEVELS
- Rationale for FET
- Design of the New FET Curriculum
- Subject Structure
- Technology as a GET Subject
- Technology as a Specialised FET Subject
- RATIONALE
- AIMS OF THE STUDY
- PROBLEM STATEMENT
- RESEARCH QUESTIONS
- ETHICAL MEASURES
- BRIEF CHAPTER OVERVIEWS
In light of rapid changes in the world of work and technology, increasing demands are being placed on the provision of relevant education and training. This approach fosters the ideal of preparing and producing thinkers who can play an important role in the development of the country (South Africa, 1997). The results-based approach is designed to encourage students how to think, rather than what to think. is a skill required for the modern world.
LITERATURE REVIEW 20
TECHNOLOGY as a SOCIAL CONSTRUCT
He suggests that the overarching aim of the Technology Education Curriculum in the Netherlands is to enable students to familiarize themselves with those aspects of technology that are significant for the understanding of culture, for the way in which the pupils in society function, and for the development of pupils' technical abilities. The Dutch technology curriculum also aims to acquire knowledge and . understanding the function of technology, its close relationship with natural science and society, and learning to design and develop solutions to human needs). The Swedish curriculum aims to develop an understanding of the essence of techniques, especially an understanding of the impact of technology on production, society, physical environment and living conditions.
CURRICULUM
- Intended and Enacted Curriculum
- Rationale for Curriculum Change
- The School’s Place in the Curriculum
- Differentiated Schools
- FET Phase of Schooling
- Curriculum Differentiation Past and Present
- Emergent Pathways of Learning
Christie suggests that compared to 'fortified sites', the 'exposed sites' have few advantages in facing the curriculum. In the intermediate group are 'the pupil[s] whose interests and abilities lie markedly in the field of applied science or applied arts', this would be fulfilled by the technical schools.
EDUCATION AND TRAINING
There has also been a strong division between education and training, which has persisted under the current government. Bird and Elliot (1993) proposed a 'unified multi-path model' of education and training, built around a nationally integrated curriculum with a single qualification structure. These ideas gained hegemony within the ANC and became official government policy with the publication of the White Paper on Education and Training (South Africa, 1995) and the enactment into law of the South African Qualifications Authority (SAQA) Act (No. 58 of 1995). . , Lauder, Brown, Ashton, 2006: 18).
Among other things, the White Paper compiled a set of proposals to restructure the relationship between education and training (Christie, 1996:408). The NQF began to establish a common set of qualifications designed to integrate the provision of education and training. The Green Paper for Further Education and Training (South Africa, 1998a) was immediately published, followed by the White Paper on VET RSA (South Africa, 1998b).
The overall function of each SETA is to develop the critical skills needed in their sector through a planned approach to education and training.
INITIAL TEACHER TRAINING
NQF) and Sectoral Education and Training Authorities (SETA) were established to guide the human resource and skills development strategy forward. SETAs have been established from the main sectors of the economy and together with DoL are the main driving force in the implementation of NSDS and Skills. The training of new teachers became a national rather than a provincial function, and responsibility for initial teacher training was transferred from the colleges.
This degree, which consists of professional qualification and subject specialization, is designed to meet the unique needs of each subject specialization at different school stage levels. As a subject or stage specialist, this qualification provides a good foundation for the teacher (Steyn & Mentz, 2008) in the knowledge, skills, values and principles of one of the specialties. Nationally, a small number of Higher Education institutions are training specialist pre-service teachers in FET technology.
Although these graduates have been prepared to teach Technology with a basic knowledge of the subject, as new teachers they lack the practical in-depth technology skills that the discipline requires.
SKILLS
- Skills Deficit
- Skills Levels
High skill levels are characterized by excellent education, usually with higher education, high wages, international mobility. Intermediate skill levels are characterized by a good education, usually including a tertiary background, which commands higher wages. Low skill levels are characterized by low literacy and numeracy skills with little education, relatively labor-intensive, low wages, high union membership, a male predominance, mostly black, and a high risk of future unemployment.
The dynamic between high and medium skill levels has a positive effect on the transition to higher growth levels. Medium skill levels will over time grow to high skill levels through the acquisition of knowledge, experience and ongoing development. While low-level skills are driven by the needs of the higher skill levels, the importance that low-level skills contribute to growth and development cannot be underestimated.
The state needs to make a more positive investment in developing and nurturing low skill levels in providing its citizens with appropriate education and training to sustain economic growth (ANC, n.d.).
CONCLUSION
RESEARCH DESIGN AND METHODOLOGY 53
- RESEARCH SAMPLE
- SELECTION OF SCHOOLS
- School Profiles
- Gaining Access to Schools and Consent from Participants
- RESEARCH INSTRUMENT
- Interview
- Interview Questionnaire
- Conducting the Interview
- ANALYSIS OF DATA
- TRUSTWORTHINESS
- CONCLUSION
The study was piloted in the area that represented the characteristics of the selected sample. The first school visited was school A, which is located in the northern suburbs of the city. A disadvantage is that interviews are prone to subjectivity and bias on the part of the interviewer.
In this step I bring knowledge of the types of interpretation and the types of emergent issues that can be supported by the data. Using inductive reasoning and coding can lead to a refinement of the data as understanding of the data increases. The electronic and print versions were reviewed and revised repeatedly until I was satisfied with the organization of the data.
These are two of the most important concepts in the context of measurement (De Vos et al.
RESULTS 66
RESEARCH CONTEXT
DATA ANALYSIS
PRESENTATION OF DATA
- Sample Schools
- Schools’ Vision
- Structure of School Subjects
- Adoption of new FET Subjects into the School Curriculum…
- Elective Subjects offered to Learners
- Perceptions of Skills Based Subjects
- Dearth of Technology Teachers
- Audit of Technology Teachers
- Pre-service Technology Teacher Training
- In-Service Training
- Practical Component of Technology
- Official Support experienced by Schools
- Effects of Skills Shortages
Whereas Principal C was concerned that not many of the students in their [disadvantaged] school would be able to acquire higher education. They do not have the knowledge and skills in the subject and therefore lack the confidence to teach it” (B35) was pointed out by teacher B. At the beginning of the new FET curriculum structure, a very condensed curriculum was introduced, offering twenty-nine academic students. and technological subjects.
A number of old professions have disappeared and in some cases their derivatives have appeared on the labor market. After the appointment of the new state administration in 2009, the ministries of basic education and higher education and training were established. According to Minister Nzimande, “DHET needs a review of the relationship between education and training in South Africa so that we can properly prepare young people for the labor market” (South Africa, 2010:8).
Why do you think the Ministry of Education has included Technology as part of FET's subject framework.
DISCUSSION, LIMITATIONS AND FURTHER
FINDINGS
- Technology and the School Curriculum
- Perceptions of Technology
- Training of Technology Teachers
- In-service teacher training
- Initial teacher training
- Limitations of Technology in providing Skills
Technology, a newly introduced subject in the South African education curriculum, is mentioned by Rasinen (2003) in Chapter 1 as part of the curriculum in many countries worldwide. Following the start of the new FET curriculum, secondary schools continued with albeit modified versions of the existing subject structures they had previously introduced. Technology, which is viewed as a non-academic subject, would have been asynchronous with the academic nature of the school if it had been adopted, which would have resulted in a change in the academic status quo of the school.
One of the participating schools indicated that at the start of the new FET curriculum it attempted to include Technology in its curriculum, as it believed that this subject could be beneficial to their learner body. Those few schools that offered technological subjects in their curriculum before the start of the new curriculum in 2006 are finding it increasingly difficult to maintain Technology in their programmes. As revealed above, the inclusion of Technology as a new FET subject during the implementation of the intended curriculum in the academic schools did not take place at ground level in the actual authentic school/learning environment.
The data made it clear that prior to the implementation of the new curriculum and the introduction of the new subjects in schools, the availability of well-trained teachers to teach technology had not been seriously considered.
NEW EDUCATION AND TRAINING DISPENSATION
The NCS limits the nature of the specific skills that technology provides at FET school level, discriminating against students who wish to pursue a technology-based profession. These individuals should therefore acquire further advanced knowledge and skills training in their respective vocational fields at a post-school institution such as an FET College. This study has pointed out the discrepancy between the incorporation of technology into the curriculum and the disadvantages and shortcomings that have prevented its adoption into the curriculum of academic schools.
I could not identify a direct route of progression from the acquisition of technological knowledge and skills at FET school level from grades 10 to 12 (the subject of this study), which now falls within the scope of DBE in post-school education and training. at a FET college or university, which is within the mandate of DHET.
LIMITATIONS OF THE STUDY
SUGGESTED FURTHER RESEARCH
CONCLUSION
The difference between academic and technological education and qualifications could be interrogated with an understanding of the development towards higher education and ultimately the labor market. Tertiary education in collaboration with relevant education and training authorities must recognize the importance of technology in the South African educational and economic context. Using a cascade model through the national school network system, relevant education bodies can assist higher education institutions with their responsibility for teacher education and training by encouraging and motivating students to take up technology as a secondary school subject.
Globalization and the Curriculum: Proposals for the Integration of Education and Training in South Africa. Green Paper on further education and training, preparing for the twenty-first century through education, training and work. Press release on the report of the National Committee on Further Education of the Chairman of the Committee, Mr. Silas Zuma, 8 September 1997.
Why do you think the Provincial Department of Education has chosen to de-emphasize Technology as a subject in light of the national skills shortage.
