Thesis (MEd)--University of Stellenbosch, 2002 / ENGLISH ABSTRACT: Education a Training forms such an integral part of the community that it can never remain unaffected by
the fundamental impact of the transformation taking place within a democratising new South Africa. The
transformation of the education processes is also consistent with international trends. The drift towards
decentralisation, away from the rigid formal structures and systems of the old dispensation, and the
crumbling of boundaries to create a freer and more flexible dispensation, are also indicative of postmodernist
thinking.
This study has found that technical colleges, throughout their complex history, have admirably withstood
and repelled the onslaughts on their right to exist, and that they have indeed managed to strengthen their
indispensable position in the education and training system of South Africa. In spite of the wealth of
instructional and training opportunities in the local and global market, colleges once again find
themselves at a new crossroad with the restructuring of the South African Education system as a whole.
These changes, which embrace all levels and areas of technical colleges, are also typical of a postmodernist
view and include, inter alia, the following: control and management, funding, level of
programmes that ought to be offered, curriculum, composition of staff corps, instructional approach,
evaluation and admission policy. The only constant in most cases are the physical facilities and
buildings. The nature and extent of the changes has placed the colleges at the centre of a tangle of
confusion. The lack of leadership on the part of the provincial education departments and the lack of
involvement of the business sector only add to the anxiety and unanswered questions at colleges.
The researcher has found that technical college have enormous potential and a central role to fulfil in the
development of future human resources in South Africa. Policy-makers should, therefore guard against
introducing restrictive measures that would limit the focus of the colleges to the FET level. It would
hamper the articulation of learners, thwart the approach of providing 'seamless education', and constrain
the development of existing qualities. For once in the history of education in South Africa, there is an
urgent need for policy-makers and those responsible for implementing such policies to give their
undivided attention to this 'orphan', who has such a vital role to play in the economy and educational
system of South Africa. / AFRIKAANSE OPSOMMING: Onderwys en Opleiding vorm so 'n integrale deel van die samelewing dat dit nooit onaangeraak kan bly
tydens die ingrypende impakte van die transformasie in die nuwe demokratiserende Suid-Afrika nie.
Hierdie onderwystransformasieprosesse reflekteer ook internasionale tendense. Die neiging na
desentralisasie en weg beweeg van ou (formele) strukture en stelsels en afbreek van grense na 'n vryer en
losser bestel, weerspieel ook die postmoderne denke.
Die studie het bevind dat tegniese kolleges merkwaardig deur die geskiedenis heen, die aanslae teen hul
bestaansreg in die beroepsonderwys weerstaan en hulonmisbare posisie in die Onderwys en
Opleidingsisteem van Suid-Afrika versterk het. Ten spyte van die rykdom van onderrig- en
opleidingsgeleenthede in die plaaslike en globale mark, bevind kolleges hulselfweer by 'n nuwe kruispad
met die omvattende herstukturering van die hele Suid-Afrikaanse Onderwyssisteem.
Die veranderinge, wat alle vlakke en terreine van tegniese kolleges omsluit, is ook tiperend van 'n
postmoderne siening en sluit, onder andere, die volgende in: die beheer en bestuur, befondsing, vlak van
programme wat aangebied behoort te word, kurrikulum, samestelling van die personeelkorps,
onderrigbenadering, evaluering en toelatingsbeleid. Die enigste konstante in die meeste gevalle is egter
die fisiese fasiliteite en geboue. Die aard en omvang van die veranderinge plaas tegniese kolleges tans
binne 'n warboel van onsekerhede. Die gebrek aan leiding deur die provinsiale onderwysdepartemente
en die onbetrokkenheid van die besigheidsektor, dra by tot die bekommernisse en onbeantwoorde vrae by
kolleges.
Die navorser het bevind dat die tegniese kolleges geweldige potensiaal het en'n kernrol het om te vervul
in die toekomstige menslike hulpbronontwikkeling in die land. Beleidmakers moet daarteen waak dat
beperkende maatreels van die kolleges se fokus slegs tot 'n VOO-vlak. Dit kan die artikulasie van
leerders, markgedrewenheid, die voorsiening aan bestaande behoeftes, die benadering van 'seamless
education' en die uitbou van bestaande kwaliteite negatiefbenadeel. Daar bestaan 'n dringende behoefte
dat die onderwysbeleidmakers en -implementeerders vir een keer in die geskiedenis van onderwys in
Suid-Afrika onverdeelde aandag aan hierdie 'weeskind' wat 'n belangrike rolspeler in die onderwys en
ekonomie is, sal gee.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/51896 |
| Date | 03 1900 |
| Creators | Van der Merwe, Theresia |
| Contributors | Du Plessis, W. S., Prinsloo, N., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 140 p. |
| Rights | Stellenbosch University |
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