Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2003 / Currently in South Africa most learners attend academic schools that offer general
subjects such as History, Geography, Biology, Accountancy and so on. There are
considerably fewer technical schools that can absorb those individuals who want to
pursue an engineering trade career path. Academic schools are not equipped to provide
for learners who want to pursue engineering trade careers. These learners either fall by
the wayside by leaving school prematurely, or they continue at the school through to
matric with subjects that are not linked to engineering careers. This study attempts to
determine the knowledge, understanding, attitude and perception of the learners, parents,
educators, principal, and the WCED with regard to this problem. It is intended through
this study to make recommendations that will lead to meaningful interventions in an
attempt to rectify the current situation.
The findings indicate that learners do not have an understanding of engineering careers
and are more inclined to choose the more traditional careers such as teacher, doctor,
lawyer, nurse etc. Because their career options are limited, many learners are unsure of
what careers to choose while others end up choosing careers that are not suited for them.
The parents are not knowledgeable enough and do not possess the necessary skills to assist
their children with their career choices. Teachers at academic schools themselves had an
academic education. As a result they are not aware of engineering careers and are not
empowered to advise the learners. The principal, who is also an academic, has to consider
the implication of making learners aware of engineering careers, because this could lead
to an exodus of students from the school. He is under pressure from the WCED to
maintain the required teacher - student ratios. The findings indicate that the WCED has
initiated various programs around careers, but nothing specific with regard to career
awareness. It is evident that these programs have not filtered through to this school.
The methodology for this research incorporated a multi-method approach with both
quantitative and qualitative instruments used. Questionnaires were directed at learners,
educators and the parents. Focus group sessions were conducted with the learners and
educators and interviews were directed at the principal and the WCED official. The study
concludes with recommendations drawn from international models.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cput/oai:localhost:20.500.11838/1909 |
| Date | January 2003 |
| Creators | Winn, Victor |
| Publisher | Peninsula Technikon |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Rights | http://creativecommons.org/licenses/by-nc-sa/3.0/za/ |
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