Thesis (MPhil)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: The purpose of this research was to identify staff development needs of teacher educators in
the Northern Province regarding the implementation of the National Qualifications
Framework. It also aimed at providing guidelines for staff development that could be used
to meet the identified needs. In order to achieve this purpose, the researcher consulted both
primary and secondary sources to gather information on the topic, that could also provide
background for the construction of data collecting instruments, which are the interview and
the questionnaire.
According to the literature research, South African teacher education is facing a lot of
changes. Government, industry and education community is concerned about the state of
teacher education, and have been involved in various initiatives to improve its quality. The
introduction of the NQF is an attempt to improve the quality of education and training. It
shed new light on concept concepts like qualifications, curriculum design and development,
quality of education, assessment of the work of learners and the governance of national
qualifications. It also introduced new perspective on concepts like the phases of education,
quality assurance, allocation of credits and outcomes.
Staff development is mentioned as a strategy that can be used to implement the changes that
the NQF came with. Factors that can support or hinder the implementation of the change
are highlighted through models. The models are explained and their relevance to the study
are interpreted. Methods and strategies for staff development are also mentioned. The methodology used to collect data, and the processes of analysis and interpretation of
data are also outlined. The interviews showed that colleges have started to implement
COTEP. The department of education disseminated information about the changes, held
workshops to ensure a common understanding, and left the colleges to implement the
changes. Teacher educators experienced problems in the following areas: compilation
of unit standards, quality assurance, determining admission criteria according to the NQF
and implementation of the programmes they have designed.
The questionnaires indicated that there is a lack of clear policies on how to equip the staff
with skills to implement change. Although some of the staff members are aware of the
changes, the information is not passed on to others. Lecturers are not familiar with basic
aspects of the NQF like bands, levels, aims, credits, notional hours,accreditation and
quality assurance. The link between COTEP and the NQF is not well understood. The
needs identified are listed, conclusions and recommendations as to how the
implementation could be more effective are made. / AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing was om die personeel-ontwikkelingsbehoeftes van
onderwyseropleiers in die Noordelike Provinsie te identifiseer in die lig van die
Nasionale Kwalifikasieraamwerk. Dit wil riglyne verskaf vir personeelontwikkeling,
wat gebruik kan word om die geïdentifiseerde behoeftes aan te spreek. Om hierdie
doel te bereik, het die navorser primêre en sekondêre bronne geraadpleeg om inligting
in te sameloor die onderwerp, sodat In basis daargestel kan word vir die ontwerp van
meetinstrumente, soos die gebruik van onderhoude en vraelyste
Gesien teen die agtergrond van heersende literatuurstudie, kan groot verandering te
wagte wees op die gebied van onderwyseropleiding in Suid-Afrika. Die regering,
nywerheid- en onderwysgemeenskap is besorg oor die toestand van
onderwyseropleiding en is by verskeie inisiatiewe betrokke om die gehalte daarvan te
verbeter. Dit werp nuwe lig op konsepte soos kwalifikasies, kurrikulumontwerp en
-ontwikkeling, die gehalte van onderrig, die evaluering van leerders se werk en die
beheer van nasionale kwalifikasies. Dit stel nuwe konsepte bekend soos
onderwysfases, gehalteversekering, toekenning van krediete en uitkomste.
Personeelontwikkeling is 'n strategie wat moontlik gebruik kan word om veranderinge
wat deur die toepassing van die NKR teweeggebring word, te implementeer. Faktore
wat hierdie ontwikkeling kan ondersteun of belemmer, word deur modelle
geïllustreer. Hierdie modelle word verduidelik en hul relevansie vir die navorsing
word geïnterpreteer. Metodes en strategieë vir personeelontwikkeling word genoem.
Die navorsingsmetodologie wat gebruik is om data te versamel, en die prosedure wat
gebruik is om die data te analiseer en te interpreteer, is beskryf. Die onderhoude dui
aan dat kolleges begin het om COTEP te implementeer. Die Departement van
Onderwys versprei inligting oor veranderinge, het werkswinkels gehou om die
algemene begrip te verbeter en het die implementering van veranderinge aan die kolleges oorgelaat. Onderwyseropleiers
ondervind probleme op die volgende gebiede:
• samestelling van eenheidstandaarde;
• gehalteversekering;
• bepaling van toelatingskriteria na aanleiding van die NKR; en
• die implementering van programme wat ontwikkel is.
Die response op die vraelyste het aangedui dat daar 'n gebrek aan duidelike beleid is
oor hoe om die personeel toe te rus met vaardighede om veranderinge te
implementeer. Alhoewel sommige personeellede bewus is van veranderinge, word
inligting nie aan almaloorgedra nie. Dosente is nie vertroud met die basiese aspekte
van die NKR nie, soos byvoorbeeld bande, vlakke, doelwitte, krediete, akkreditering
en gehalteversekering. Die onderlinge verband tussen COTEP en die NKR word nie
goed verstaan nie. Die geïdentifiseerde opleidingsbehoeftes is ook aangedui, en
gevolgtrekkings en aanbevelings word gemaak om die implementering meer effektief
te maak.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/51920 |
| Date | January 1900 |
| Creators | Kubheka, Kgadi Rose |
| Contributors | Kapp, C. A., Stellenbosch University. Faculty of Education. Dept. of Education Policy. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 141 pages |
| Rights | Stellenbosch University |
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