Thesis (MPhil)--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: The Forensic Science Laboratory (FSL) is a component of the South African Police Service
(SAPS). The Questioned Document Unit (QDU) is a section within the FSL.
It has been practice in the QDU to recruit members of the SAPS for training as Questioned
Document Examiners within the FSL. Although the SAPS has a policy on education, training and
development, it is not applied. Even after the establishment of the South African Qualifications
Authority (SAQA) and the National Qualifications Framework (NQF), the QDU and the rest of the
FSL continued their training practices at the workplace outside the outcomes-based paradigm.
As part of standard practice, the FSL has taken content experts (forensic analysts) and turned them
into trainers. These forensic experts had no training qualifications and little or no facilitation skills.
Their knowledge of outcomes-based education (OBE) and adult learning was also either inadequate
or non-existent. This shortcoming has influenced the quality of learning in this environment. In
2004 the Forensic Science Laboratory began to give some members an opportunity to be trained as
trainers, assessors and moderators of learning. However, this has been a disjointed effort. Generally,
learners have had to endure a frustrating period of more than four years of internal training before
being certified as competent to act as examiners.
Before 1994 the QDU employed mostly white personnel as examiners. Most black personnel still
occupy the lower salary levels amongst examiners. There are no black trainers. At present (2006) in
the FSL, the tendency is that white personnel hold senior positions and black personnel are juniors.
There is covert racial tension among the members. In the QDU, the training manager has always been a trainer as well. In the training environment at
the QDU there have been obvious problems, namely –
���������� poor practice of OBE and adult learning;
���������� relationship problems between trainer and learners;
���������� distrust and a lack of communication and dialogue between trainer and learners; and
���������� underlying racial tension.
The action research process on which we (the learners, training manager and I) embarked was
aimed at –
���������� opening dialogue/communication between the training manager and learners;
���������� increasing learner participation in the process; and
���������� providing the opportunity for both the learners and the training manager
to increase their knowledge of adult learning and OBE.
We hoped that by making the entire action research process transparent we could create a platform
for the learners and the training manager to build relationships in order to bring about an
improvement in learning practice.
We used an action research process that included participation by both the learners and the training
manager. Change occurs within the action component of the action research process, while the
research component is meant to generate knowledge. We used a cyclic method that entailed stages
of planning, action, observation and reflection. Continuity was achieved by the reflection stage of
one cycle informing the planning stage of the next. The action research process used in this setting has supported the existing theory and assumptions
that adult learners want to participate, be involved in decision-making, and learn by doing. It has
also shown that they are critically aware.
The learning practice at the QDU has improved. The action research process that took place at the
unit can serve as a powerful case study for trainers who endeavour to improve practice in other
environments. / AFRIKAANSE OPSOMMING: Die Forensiesewetenskapslaboratorium (FWL) is 'n komponent van die Suid-Afrikaanse
Polisiediens (SAPD), terwyl die Betwistedokumente-Eenheid (BDE) ʼn afdeling binne die FWL is.
Sedert die stigting van die BDE was dit algemene praktyk om lede van die SAPD te werf en hulle
binne die FWL as eksaminatore van die BDE op te lei. Alhoewel die SAPD ʼn beleid het ten opsigte
van onderwys, opleiding en ontwikkeling, word dit nie toegepas nie. Selfs ná die totstandkoming
van die Suid-Afrikaanse Kwalifikasieowerheid (SAKO) en die Nasionale Kwalifikasieraamwerk
(NKR), het die BDE en die res van die FWL hul werkgebaseerde opleidingspraktyke buite die
paradigma van uitkomsgebaseerde onderwys voortgesit.
Die FWL het tot dusver forensiese skeikundiges in opleiers omskep. Hulle het geen kwalifikasies in
opleiding gehad nie en hul kennis van uitkomsgebaseerde onderwys (UGO) en volwasseneleer,
asook hulle fasiliteringsvaardighede, was onvoldoende. In sommige gevalle het dit geheel en al
ontbreek. Hierdie tekortkoming het ʼn nadelige invloed op die gehalte van leer gehad. Onlangs
(2004) het die FWL begin om sommige polisielede die geleentheid te bied om as opleiers, assessors
en moderators van leer opgelei te word, maar hierdie pogings is nog nooit behoorlik gestruktureer
nie. Binne die huidige opset is daar leerders wat meer as vier jaar interne opleiding moes ondergaan
voor hulle as bevoeg gesertifiseer is om as opleiers op te tree.
Die BDE het in die verlede meesal wit personeel in diens geneem as eksaminatore. Die meeste van
die swart eksaminatore in die BDE is op die laer salarisvlakke, en daar is geen swart opleiers nie.
Tans (2006) is daar hoofsaaklik wit personeel in die seniorposte in die FWL, met die swart
personeel meesal in juniorposte. Daar is onderliggende rassespanning onder die lede. In die BDE was die opleidingsbestuurder nog altyd ook ʼn opleier. Die volgende probleme is in die
opleidingsomgewing van die BDE geïdentifiseer:
��������� swak praktyk t.o.v. UGO en volwasseneleer;
��������� troebel verhoudings tussen die opleier en die leerders;
��������� wantroue en gebrekkige kommunikasie en dialoog tussen die opleier en die leerders; en
��������� onderliggende rassespanning.
Die aksienavorsingsproses wat ons (ek, die leerders en die opleidingsbestuurder) aangepak het was
daarop gemik om –
��������� dialoog/kommunikasie tussen die opleidingsbestuurder en die leerders te vestig;
��������� leerderdeelname in die proses te verhoog; en
��������� vir beide die leerders en die opleidingsbestuurder die geleentheid te bied om hul kennis van
volwasseneleer en UGO uit te brei.
Deur die hele aksienavorsingsproses deursigtig te maak, het ons gehoop om vir alle rolspelers ʼn
geleentheid te skep om verhoudinge te bou ten einde ʼn verbetering in die leerpraktyk teweeg te
bring.
ʼn Aksienavorsingsproses is aangewend wat deelname deur beide die leerders en die
opleidingsbestuurder ingesluit het. In aksienavorsing vind verandering binne die aksiekomponent
van die proses plaas, terwyl die navorsingskomponent daarop gemik is om kennis vir die
deelnemers – en as deel van die proses self – te genereer. Ons het ʼn sikliese metode gebruik wat
beplanning, handeling, waarneming en refleksie behels het. Kontinuïteit is verseker deurdat die
refleksiestadium van een siklus die basis gelê het vir die beplanningstadium van die volgende. Die aksienavorsingsproses wat in hierdie opset gebruik is, het die bestaande teorie en aannames
ondersteun dat volwasse leerders wil deelneem, dat hulle by besluitneming betrokke wil wees, dat
hulle wil leer deur te doen, en dat daar ‘n groter kritiese bewussyn is.
Die leerpraktyk aan die BDE het verbeter. Die aksienavorsingsproses aan die BDE kan ʼn
betekenisvolle gevallestudie wees vir diegene wat poog om hul praktyk in ander omgewings te
verbeter.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/17404 |
| Date | 03 1900 |
| Creators | Naidoo, Jason |
| Contributors | Kapp, C.A., 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 | iv, 119 leaves |
| Rights | Stellenbosch University |
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