Dissertation (PhD)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: In terms of the latest education legislation, there is a shift of emphasis in the
approach to teaching. In particular, there is a move from contents-based learning
to outcomes-based learning. It has been shown that technical education is
becoming more and more expensive. Manual skills and the teaching of these at
school is therefore still of cardinal importance.
In the technical school the learner receives specialised training. Following the
successful completion of the Senior Certificate examinations, the learner receives
a matric certificate. This certificate does not give an indication of specific skills,
however. If the learner could receive some accreditation for the skills which
he/she has already mastered, it would count in his/her favour.
The purpose of this study is to investigate the degree to which the learner can
transfer his/her acquired technical knowledge and skills to other training
institutions or employers in the form of credits. In the first chapter, the historical
background of an outcomes-based learning approach in South Africa, as well as
the implications of legislation for technical high schools is researched. A number
of necessary concepts are also explained in this chapter.
In chapter two, the structure of a modular approach in technical education is
looked at in more detail. Different types of modules, the advantages and
disadvantages of a modular system, as well as different models for modular
curriculum design is discussed. The already tested competence-based modular approach, as well as the newly
proposed outcomes-based learning approach is discussed in detail in chapter
three. Since it is the competence-based modular approach which is largely used
in technical education, it is important to investiqate the shift to an outcomesbased
approach in technical education.
In the fourth chapter, specific modular points of intersection between the training
of apprentices and secondary school education are looked at. The feasibility of
acquiring credits in the technical high school is discussed on the basis of an
empirical study in chapter five.
The possible applications of the implementation of an outcomes-based learning
approach in technical high schools are set out in chapter six and the findings of
this research are summarised in chapter seven.
The subject of this research is currently very topical and if the findings contained
therein are applied in practice, many of the modern challenges faced by the
education system could be addressed. Learners should receive education and
training which prepare them practically for their roles as citizens, while also
enabling them to enter the job market or create work for themselves. The
importance of an education system which continually determines the needs of
both the national and international markets, investigates technological and other
relevant tendencies and develops current curriculums in such a way that learners
will always be competitive cannot be emphasised enough. An outcomes-based
approach places much less emphasis on content-based syllabuses and merely
exposes learners to balanced learning programmes in which the acquisition of
relevant knowledge, skills, attitudes and values carries equal weight. Because of the changes in education and training, the teaching approach in the
technical high school is extremely important. To some degree, technical
education is already specialised education. Although learning takes place at
school, the acquired knowledge is not currently transferable to other training
institutions in the form of credits. This situation is contradictory to the National
Qualifications Framework, in which an outcomes-based approach to education is
proposed. / AFRIKAANSE OPSOMMING: Volgens die nuutste onderwyswetgewing is daar in die onderwys 'n
klemverskuiwing ten opsigte van onderrigbenadering. Daar word vanaf 'n
inhoudsgerigte na 'n uitkomsgebaseerde onderrigbenadering beweeg. Afdoende
bewyse bestaan dat tegniese opleiding al hoe duurder raak. Die noodsaaklikheid
van die ontwikkeling van handvaardighede daarin op skool is daarom steeds van
kardinale belang.
In die tegniese skoolontvang die leerder bepaalde gespesialiseerde opleiding.
Na die suksesvolle aflegging van die Senior Sertifikaateksamen, ontvang die
leerder 'n matrieksertifikaat. Hierdie sertifikaat dui egter nie spesifieke
bevoegdhede aan nie. Indien die leerder krediet sou kon ontvang vir die
bevoegdhede wat hy/sy reeds suksesvol bemeester het, sou dit in sy/haar guns
tel.
Die doel van hierdie studie is 'n ondersoek na die mate waarin die leerder
sy/haar verworwe tegniese kennis en vaardighede na ander opleidingsinstansies
of werkverskaffers kan oordra in die vorm van krediete. In die eerste hoofstuk
word die historiese agtergrond van 'n uitkomsgebaseerde onderrigbenadering in
Suid-Afrika nagevors, asook die implikasies van wetgewing vir tegniese
hoërskole nagegaan. Bepaalde tersaaklike begrippe word ook in hierdie
hoofstuk verduidelik.
In hoofstuk twee word die struktuur van 'n modulêre benadering binne tegniese
onderwys van nader beskou. Verskillende soorte modules, die voor- en nadele
van 'n modulêre stelsel, asook verskeie modelle vir 'n modulêre
kurrikulumontwerp, word bespreek. Die reeds beproefde bevoegdheidsgebaseerde modulêre benadering asook die
nuutvoorgestelde uitkomsgebaseerde onderrigbenadering, word breedvoerig in
hoofstuk drie bespreek. Aangesien hoofsaaklik die bevoegdheidsgebaseerde
modulêre benadering in tegniese onderwys toegepas word, is dit belangrik om
die noodsaaklikheid van 'n klemverskuiwing na 'n uitkomsgebaseerde
benadering in tegniese onderwys te ondersoek.
In die vierde hoofstuk word daar spesifiek gekyk na bepaalde modulêre
raakpunte tussen vakleerlingopleiding en sekondêreskoolopleiding. Die
haalbaarheid van kredietverwerwing in die tegniese hoërskool word in hoofstuk
vyf na aanleiding van 'n empiriese ondersoek bespreek.
Die toepassingsmoontlikhede vir die implementering van 'n uitkomsgebaseerde
onderrigbenadering in die tegniese hoërskool word daarna in hoofstuk ses
uiteengesit en die bevindinge van die navorsing in hoofstuk sewe saamgevat.
Die onderwerp van hierdie navorsing is tans baie aktueel en indien die
bevindinge daarin vervat in die praktyk toegepas sou word, sal heelwat van die
moderne uitdagings wat aan die onderwys gestel word, aangespreek word.
Leerders behoort onderwys en opleiding te ontvang wat hulle prakties op hul rolle
as landsburgers voorberei en hulle ook bekwaam maak om tot die arbeidsmark
toe te tree of vir hulleself werk te skep. Die belangrikheid van 'n onderrigstelsel
wat voortdurend behoeftes in nasionale en internasionale markte bepaal,
tegnologiese en ander relevante tendense naspeur en huidige kurrikulums só
ontwikkel dat leerders altyd kompeterend is, kan nie genoeg beklemtoon word
nie. 'n Uitkomsgebaseerde benadering plaas minder klem op
inhoudsgebaseerde sillabusse en stel leerders bloot aan gebalanseerde
leerprogramme waarin die verwerwing van relevante kennis, vaardighede,
houdings en waardes ewe veel gewig dra. As gevolg van die klemverskuiwings in onderwys en opleiding is die
leerbenadering wat in die tegniese hoërskool gevolg word van kardinale belang.
Tegniese onderrig is in 'n sekere mate reeds gespesialiseerde onderrig.
Alhoewel leer op skool plaasgevind het, is die verworwe kennis tans nie
oordraagbaar na ander opleidingsinstansies in die vorm van krediete vir die
leerders nie. Hierdie situasie is in stryd met die bedoeling van die Nasionale
Kwalifikasieraamwerk wat 'n uitkomsgebaseerde onderwysbenadering voorstaan
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/51813 |
| Date | 12 1900 |
| Creators | Punt, Hendrik Pieter |
| 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 | af_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 368 p. : ill. |
| Rights | Stellenbosch University |
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