During the early twenties of this century the necessity for
the standardization of management activities and related
affairs such as the desirability, reliability and validity
of merit-assessments in businesses and industries in the
U.S.A. reached a peak. The educational system participated
in this movement end began extensive research on the evaluation
of teachers. Especially the interest of the teachers'
training institutes was aroused. These institutions pursued
the viewpoint that more clarity should be obtained regarding
the identification and evaluation of desirable education
performance, and that this should furthermore be utilised
as guidelines for the creation of educational objectives.
The result wes a substantial shift in emphasis in
the professional training of teachers from quantity to quality.
The determination to raise the quality of education probably
contributed largely to the sharp focus on a clearly
specified goal determination and on a specific target formulation.
From this a competency-based educational training
originated. The approach of competency-baaed educational
training requires that the training task should be based on
pre-identified abilities which have to be acquired with a
view to effective education.
The purpose of this research is to make a penetrating analysis
of competency-based education in the field of the
Industrial Arts and the Technical teachers. The phenomenal
development and advance in the technological sphere once
again subjected the training of the Industrial Arts and
Technical teachers to closer scrutiny. It has become
imperative for the training of teachers in the technical
domains to keep pace with progress in the technological
world. By means of a proper task analysis of the competency-
based training of Industrial Arts teachers, certain
deficiencies and problem areas can be identified and solved.
Subservient to the cause of competency-based teacher education
responsible research has led the way through an intensive
study of available literature, covering every aspect.
After the literature study an empirical investigation was
undertaken, involving 162 respondents (Industrial Arts
teachers). During analysis of the collected data, many
important deficiencies and problems regarding education
as well as the practice of Industrial Arts teachers were
identified.
One of the most important conclusions was that only a few
Industrial Arts teachers took their degree, The most important
reason for this results from the lack of a degree
course. It is also noteworthy to take cognisance of the
fact that most of the respondents regarded the opportunity
for promotion in this field as totally inadequate. Other
important conclusions are the lack of funds, insufficient
facilities, limited opportunities for advanced studies in
the specific fields, the ineffective teaching of educational
principles, so necessary for the successful presentation
of the subject.
Based on these conclusions a competency-based training
model for Industrial Arts end Technical teachers was
designed in the hope that its implementation may lead
to the solving of problems and the elimination of deficiencies.
Lastly a few recommendations were made with regard to the
teaching of the Industrial Arts end Technical subjects,
at secondary school level as well as the training of teachers
and further research which could be undertaken in future. / Proefskrif (DEd)--PU vir CHO, 1983
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/9352 |
| Date | January 1982 |
| Creators | Benadé, Petrus Casparus Stephanus |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | South African National ETD Portal |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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