Insufficiency in literacy is seen as a worldwide problem. The scope of the problem is confirmed by the fact that the United Nations declared the years 2003–2012 as International Literacy Decade.
Literacy is seen as a necessary skill – the cornerstone of human capital development – and a fundamental competency on which the mastering of all other skills depends. Fundamental skills such as reading, writing and numeric skills and technological literacy influence the economic prosperity of any country in different ways. The language and numeric skills of learners are declining, and employers are of the opinion that candidates applying for work do not have sufficient basic skills for available jobs. The above has led to the decision to focus in this study on the development of a teaching framework for the improvement of job access skills for Grade 10 Computer Applications Technology (CAT) learners.
The concepts of “literacy” and “job access” are discussed in the literature review. Job access skills are anchored in literacy. An analysis of the Grade 10 CAT learning programme and work schedule was done to determine to which degree literacy skills are addressed in the assessment standards. A framework and an accompanying workbook were developed in this study to address the gaps that were identified during the analysis of the Grade 10 teaching and learning programme and work schedule. Various requirements and determinants for the development of a teaching framework were studied. These requirements and determinants were considered for the development of the suggested teaching framework. A workbook containing literacy tasks was used to improve literacy skills of learners and was used as the instrument for the implementation of the teaching framework.
The empirical study being reported here was aimed at determining to which degree the use of the workbook that had been developed as the instrument for the integration of the teaching framework, contributed to the improvement of the learners’ literacy skills. During the qualitative study, it was revealed that the teachers at the schools participating in this study were very positive about the workbook, and also that they were of the opinion that it could contribute to the improvement of the literacy skills of the learners. A practical significant influence with a large effect regarding general literacy and a small effect on general numeracy were reported. The analysis of the quantitative data showed that completion of the learning tasks in the workbook does indeed have an influence on improving the literacy level of the learners, and it is thus recommended that literacy skills be integrated into the existing CAT learning programme. / PhD (Teaching and Learning), North-West University, Potchefstroom Campus, 2012
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/11975 |
| Date | January 2011 |
| Creators | Lubbe, Elsie Elizabeth Sophia |
| Source Sets | North-West University |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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