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The learners’ results do not only reflect their performance but also depict the quality of learning and teaching that they have received. However, the focus seems to be only on learners’ results particularly, the grade 12 results, without regard to other facets of the Department of Education which have a direct impact on the learners’ results. Amongst others, there are teachers and in-service trainers who need to be looked into to ascertain the quality of service that learners receive. This study focuses on the provision of in-service training through the cascade model of training in the Brits district. There are several factors that have a bearing on the implementation of departmental policies, amongst others there is a question of teachers’ attitude. Teachers with positive attitudes turn out to be more willing in implementing what they learnt from in-service training by cascading the training at school. The selection of teachers who have to attend in-service training sessions relies on a clear plan from the in-service trainers that ought to be supplied well in advance so that the School Management Teams (SMT) can be in a position to selected the appropriate teacher to attend in-service training. On the other hand, the training approaches that are used by the in-service trainers play a vital role too. Reviewed literature in this study has proven beyond reasonable doubt that adults learn differently from the way children learn and therefore their training should be different from that of children. The learning theories are an attempt to give a sound background in terms of adult learning. The study has also found that there are some inconsistencies as far as the in-service trainers are concerned. Whilst their training approaches are varied and enjoyed by most teachers, there are serious inconsistencies in terms of evaluation of the in-service training sessions. Finally, both the in-service trainers and teachers are to some extent satisfied with in-service training in Brits district. However, in-service training in general needs to be reviewed in order to maximise the implementation of policies of the department. / Dissertation (MPhil (Education for Community Development))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

Curriculum 2005 together with its learning areas has been introduced in South Africa in 1998. All learning areas, except Technology Learning Area, are not new. Technology is growing so rapidly that it gives so many challenges to people. These challenges include making technology part of our curriculum, formulating and adapting technological solutions to problems people may experience. We have to ask ourselves what technology or Technology Education means. Therefore, this study provides the meaning and the rationale for Technology Education in our curriculum. This study also attempts to shed light on the form of training educators should attend for Technology Education. Although there are different methods of training, for example PRESET and INSET, this study concentrates on various forms of INSET. INSET is chosen because it is a means through which the present need for Technology Education educators can be solved. The percentage of educators involved in part-time study will increase in relation to the number in full-time education. The closing down of some of colleges of education in South Africa reduces the use of PRESET and increases INSET as a means of educator training. The advantages of using INSET instead of PRESET are provided in this study. The National Teacher Audit of 1995 has shown that the quality of INSET in South Africa is poor. In addition, it seems the present ad hoc way of running INSET will not cope with challenges of training educators for Curriculum 2005 and Technology Education. Normally, INSET is the prime strategy for addressing problems in PRESET. Unfortunately, INSET has to train educators for Technology Education (Technology Learning Area) which was never touched by PRESET before. For this reason, this study provides an INSET model, guidelines and recommendations to make the suggested model of INSET work successfully. / Educational Studies / M. Ed. (Comparative Education)

Curriculum 2005 together with its learning areas has been introduced in South Africa in 1998. All learning areas, except Technology Learning Area, are not new. Technology is growing so rapidly that it gives so many challenges to people. These challenges include making technology part of our curriculum, formulating and adapting technological solutions to problems people may experience. We have to ask ourselves what technology or Technology Education means. Therefore, this study provides the meaning and the rationale for Technology Education in our curriculum. This study also attempts to shed light on the form of training educators should attend for Technology Education. Although there are different methods of training, for example PRESET and INSET, this study concentrates on various forms of INSET. INSET is chosen because it is a means through which the present need for Technology Education educators can be solved. The percentage of educators involved in part-time study will increase in relation to the number in full-time education. The closing down of some of colleges of education in South Africa reduces the use of PRESET and increases INSET as a means of educator training. The advantages of using INSET instead of PRESET are provided in this study. The National Teacher Audit of 1995 has shown that the quality of INSET in South Africa is poor. In addition, it seems the present ad hoc way of running INSET will not cope with challenges of training educators for Curriculum 2005 and Technology Education. Normally, INSET is the prime strategy for addressing problems in PRESET. Unfortunately, INSET has to train educators for Technology Education (Technology Learning Area) which was never touched by PRESET before. For this reason, this study provides an INSET model, guidelines and recommendations to make the suggested model of INSET work successfully. / Educational Studies / M. Ed. (Comparative Education)