Thesis (MPhil)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: In 1997, the South African Qualifications Authority (SAQA) published its guidelines
'to provide for the development and implementation of a National Qualifications
Framework (NQF)' (Government Gazette 1997:35). This framework was to pave
the way for compelling transformation in the education sector. One of the key
features of the framework would be a directive that a series of competencies, or
generic skills, that SAQA termed its 'critical cross-field outcomes' would have to be
incorporated into the design of all programmes of learning. The publication of the
guidelines sparked considerable debate; a debate that, in the five years since 1997,
does not appear to have been resolved. As higher education institutions prepare for
the 2003 submission of programmes to SAQA for registration, the importance of swift
and meaningful intervention is self-evident.
This report gives an account of a study undertaken to allow for the critical analysis of
generic learning outcomes, or specifically SAQA's critical outcomes, as they present
themselves in a technikon diploma programme. While the initial impetus in terms of
the skills debate may appear to have arisen as a result of national imperatives, the
overview of the literature pointed to international precedents, particularly when the
issue of generic skills was contextualised against the background of the changing
higher education landscape.
Thus empirical research was conducted at the Cape Technikon using the National
Diploma in Human Resources Management, its academic staff and its second-year
student group, as its focus. The qualitative data, generated via multiple techniques
including document analysis, interviewing, and a survey, provided a wealth of
information and in-depth insight into the perceptions and attitudes of the
respondents. The researcher endeavoured to maintain a practical focus throughout
the study and sought to interpret and critique existing practice against best practice
as described in the literature.
The findings highlighted numerous issues relating to the integration of generic
learning outcomes into programmes of learning. Key among these were the apparent lack of clarity and guidance among students and staff about the meaning
of, and envisaged role for, the generic learning or critical outcomes; the fact that
many in the technikon sector are already employing those teaching and learning
strategies that are deemed appropriate when following an outcomes-based
approach; that the changing student profile has had a direct impact on what happens
in the classroom; and that assessment systems and practices appear to be the main
barriers to the effective development of generic skills.
In response, this study recommends that a structured, holistic, process approach be
implemented at those institutions that are serious about integrating SAQA's critical
outcomes into their programmes of learning. While such an approach would require
institutional support and guidance, as well as an overall commitment to staff
development, it is the contention of the researcher that the technikon sector, by
virtue of its career-oriented focus and the design of its programmes, is ideally
positioned to embrace the SAQA challenge successfully. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Kwalifikasieowerheid (SAKO) het in 1997 riglyne gepubliseer
wat voorsiening maak vir die ontwikkeling en implementering van 'n Nasionale
Kwalifikasieraamwerk (NKR). Hierdie raamwerk sou die weg baan vir ingrypende
veranderinge in die onderwys. Een van die sleuteleienskappe van hierdie raamwerk
was die opdrag dat 'n reeks bevoegdhede, of generiese vaardighede, wat deur
SAKO as sy 'kritiese uitkomstes' beskryf is, in die opstel van alle leerprogramme
ingesluit moes word. Die publikasie van die riglyne het 'n aansienlike debat
ontketen; 'n debat wat in die vyf jaar sedert 1997 oënskynlik nog nie tot 'n einde
gekom het nie. Aangesien hoëronderwysinstellings hul voorleggings vir 2003 aan
SAKO vir registrasie nou reeds begin voorberei, is die noodsaaklikheid van 'n
vinnige en betekenisvolle besluit hieroor voor die hand liggend.
Hierdie verslag gee 'n uiteensetting van navorsing wat gedoen is om 'n kritiese
analise van generiese leeruitkomstes, of spesifiek die kritiese uitkomstes van SAKO,
soos toegepas in die diplomaprogram van 'n tegnikon, te beskryf. Alhoewel dit
aanvanklik mag gelyk het asof die debat oor vaardighede sy ontstaan aan 'n
nasionale opdrag te danke gehad het, het 'n oorsig van die literatuur daarop gedui
dat internasionale presedente ook daartoe aanleiding gegee het, veral in gevalle
waar vrae betreffende die generiese leeruitkomstes teen die agtergrond van 'n
veranderende hoëronderwyslandskap beskou is.
Empiriese navorsing is aan die Kaapse Tegnikon onderneem met die Nasionale
Diploma in Menslike Hulpbronnebestuur, sy akademiese personeel en
tweedejaarstudente, as fokuspunt. Kwalitatiewe data is deur die gebruik van
verskeie tegnieke gegenereer wat dokumentêre analise, onderhoudvoering en 'n
vraelysopname insluit. Hierdie data het 'n bron van inligting oor, en insae, tot, die
persepsies en houdings van die respondente verskaf. Die navorser het deurgaans
gepoog om 'n praktiese fokus tydens die studie te behou en om die huidige praktyk
te interpreteer en te beoordeel teenoor dit wat as suksesvol in die literatuur
bestempel is. Die bevindinge het verskeie aspekte ten opsigte van die insluiting van generiese
leeruitkomstes binne leerprogramme na vore gebring. Van die belangrikste aspekte
is die klaarblyklike gebrek aan duidelikheid en leiding, onder sowel studente as
akademiese personeel, oor die betekenis van, en beoogde rol vir die kritiese of
generiese leeruitkomstes; die feit dat vele akademici in die tegnikonsektor reeds
gebruik maak van die onderrig- en leerstrategieë wat as toepaslik vir
uitkomsgebaseerde onderrig beskou word; dat die veranderende studenteprofiel 'n
direkte impak gehad het op dit wat in die klaskamer gebeur; en dat
assesseringspraktyke en -metodes tans die grootste remskoen in die effektiewe
ontwikkeling van generiese vaardighede blyk te wees.
In antwoord hierop beveel hierdie studie die implementering van 'n gestruktureerde,
holistiese, prosesbenadering by die instellings aan wat erns maak met die insluiting
van SAKO se kritiese uitkomstes in hul leerprogramme. Alhoewel so 'n benadering
ondersteuning en leiding van die instellings, asook 'n algemene verbintenis tot
personeelontwikkeling, sal vereis, is dit die navorser se oortuiging dat die
tegnikonsektor, as gevolg van sy loopbaangerigte fokus en die inhoud van sy
programme, ideaal geposisioneer is om die SAKO-uitdaging suksesvol die hoof te
bied.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52861 |
| Date | 12 1900 |
| Creators | Van Schalkwyk, Susan C. |
| Contributors | Bitzer, E. M., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 115 p. |
| Rights | Stellenbosch University |
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