Thesis (PhD (Education)--University of Stellenbosch, 2006. / 287 leaves printed as single pages, preliminary pages i-xxii and numbered pages 1-253. Includes bibliography and appendixes. Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner. / ENGLISH ABSTRACT: This study is aimed at developing a curriculum framework for consumer learning at a
higher education institution, using a case study design.
To determine the need for consumer learning at the Cape Peninsula University of
Technology - the "bounded context" of the study - a situation analysis was
conducted as the first phase of curriculum development. Methods to triangulate data
included the use of quantitative and qualitative research methods, together with a
thorough literature study. The two sets of empirical data were obtained from two
research instruments, namely self-administered survey questionnaires and semistructured
interviews with learning facilitators (lecturers) at the institution.
The survey amongst first-year students was used to assist in the needs assessment
for curriculum development at the CPUT and to determine the knowledge, skills,
values and attitudes of first-year respondents regarding consumer rights and
responsibilities, as well as other consumer-related issues. This not only provided
data to analyse the situation, but also assisted in the planning and development of a
curriculum framework for consumer learning.
The researcher used semi-structured interviews to determine the views and
perceptions of learning facilitators regarding the importance of consumer learning, and to gauge the need for such learning at the institution. Aspects relating to the
contents, teaching strategies, level of introduction, potential for critical crossfield outcomes development, benefits and major obstacles in the implementation and/or
integration into the curriculum were also investigated. The two-tiered situation analysis indicated that students expressed a clear need for
consumer learning at the Cape Peninsula University of Technology, especially
regarding the areas of consumer rights and responsibilities. The importance of
consumer learning and the "readiness climate" from the perspective of the learning
facilitators was also clearly established.
The study culminated in the development of a curriculum framework for consumer
learning that is compatible with the requirements of the South African Qualifications Authority and the Higher Education Qualifications Framework in South Africa.
Key findings reported in the form of a curriculum framework could serve as a
guideline for the planning and implementation of a consumer learning programme at the Cape Peninsula University of Technology. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doel om 'n kurrikulumraamwerk vir
verbruikersleer aan 'n hoëronderwysinstelling te ontwikkel. 'n Gevallestudiebenadering
is gebruik om die sosiale verskynsel van verbruikersleer te ondersoek.
Om die behoefte aan verbruikersleer aan die Kaapse Skiereilandse Universiteit van
Tegnologie - die konteks van die studie - te bepaal, is 'n situasie-analise onderneem
as die eerste fase van kurrikulumontwikkeling. Metodes van triangulasie in hierdie
navorsing sluit die benutting van kwantitatiewe en kwalitatiewe gegewens in, asook
'n literatuurstudie. Die twee stelle empiriese gegewens is verkry vanuit 'n selfgeadministreerde
opnamevraelys aan studente en onderhoude met leerfasiliteerders
(dosente) aan die instelling.
Die doel van die opnamevraelys was om te help met die behoeftebepaling vir
kurrikulumontwikkeling aan die Kaapse Skiereilandse Universiteit van Tegnologie, en
veral om die kennis, vaardighede, waardes en houdings van eerstejaarrespondente
met betrekking tot verbruikersregte en -verantwoordelikhede te bepaal. Dit het nie
alleen insig in die situasie-ontleding gegee nie, maar het ook gehelp met die
beplanning en ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer.
Die doel met die gebruik van semi-gestruktureerde onderhoude in hierdie studie was
om die navorser in staat te stel om die sienswyse en persepsies van
leerfasiliteerders met betrekking tot die belangrikheid van verbruikersleer, asook die
behoefte daarvoor by die instelling te bepaal. Aspekte wat verband hou met die
inhoud, onderrigstrategieë, vlak van bekendstelling, potensiaal vir kritieke
uitkomsontwikkeling, voordele en vernaamste struikelblokke in die implementering
en/of integrasie van die kurrikulum is ook getoets.
Die situasie-analise dui daarop dat studente aan die Kaapse Skiereilandse
Universiteit van Tegnologie 'n behoefte het aan verbruikersleer, veral met betrekking
tot die bevordering van verbruikersregte en -verantwoordelikhede. Die belangrikheid
van verbruikersleer en die "gereedheidsklimaat" daarvoor vanuit die perspektief van
die leerfasiliteerders is ook bevestig.
Die resultaat van die navorsing het gelei tot die ontwikkeling van 'n
kurrikulumraamwerk vir verbruikersleer wat versoenbaar is met die vereistes van die
Suid-Afrikaanse Kwalifikasie-Owerheid en die van die Hoëronderwys Kwalifikasieraamwerk
in Suid-Afrika.
Sleutelbevindings in verband met verbruikersleer is ook in die raamwerk opgeneem.
Hierdie bevindings kan as 'n riglyn dien vir die beplanning en implementering van 'n
verbruikersleerprogram aan die Kaapse Skiereilandse Universiteit van Tegnologie.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/3173 |
| Date | 12 1900 |
| Creators | Crafford, S. |
| Contributors | Bitzer, E. M., Welgemoed, S. M., University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Stellenbosch |
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