Generic learning outcomes in a technikon diploma programme : a critical analysis

[摘要] ENGLISH ABSTRACT:In 1997, the South African Qualifications Authority (SAQA) published its guidelines'to provide for the development and implementation of a National QualificationsFramework (NQF)' (Government Gazette 1997:35). This framework was to pavethe way for compelling transformation in the education sector. One of the keyfeatures of the framework would be a directive that a series of competencies, orgeneric skills, that SAQA termed its 'critical cross-field outcomes' would have to beincorporated into the design of all programmes of learning. The publication of theguidelines sparked considerable debate; a debate that, in the five years since 1997,does not appear to have been resolved. As higher education institutions prepare forthe 2003 submission of programmes to SAQA for registration, the importance of swiftand meaningful intervention is self-evident.This report gives an account of a study undertaken to allow for the critical analysis ofgeneric learning outcomes, or specifically SAQA's critical outcomes, as they presentthemselves in a technikon diploma programme. While the initial impetus in terms ofthe skills debate may appear to have arisen as a result of national imperatives, theoverview of the literature pointed to international precedents, particularly when theissue of generic skills was contextualised against the background of the changinghigher education landscape.Thus empirical research was conducted at the Cape Technikon using the NationalDiploma in Human Resources Management, its academic staff and its second-yearstudent group, as its focus. The qualitative data, generated via multiple techniquesincluding document analysis, interviewing, and a survey, provided a wealth ofinformation and in-depth insight into the perceptions and attitudes of therespondents. The researcher endeavoured to maintain a practical focus throughoutthe study and sought to interpret and critique existing practice against best practiceas described in the literature.The findings highlighted numerous issues relating to the integration of genericlearning outcomes into programmes of learning. Key among these were theapparent lack of clarity and guidance among students and staff about the meaningof, and envisaged role for, the generic learning or critical outcomes; the fact thatmany in the technikon sector are already employing those teaching and learningstrategies that are deemed appropriate when following an outcomes-basedapproach; that the changing student profile has had a direct impact on what happensin the classroom; and that assessment systems and practices appear to be the mainbarriers to the effective development of generic skills.In response, this study recommends that a structured, holistic, process approach beimplemented at those institutions that are serious about integrating SAQA's criticaloutcomes into their programmes of learning. While such an approach would requireinstitutional support and guidance, as well as an overall commitment to staffdevelopment, it is the contention of the researcher that the technikon sector, byvirtue of its career-oriented focus and the design of its programmes, is ideallypositioned to embrace the SAQA challenge successfully.

[发布机构] Stellenbosch University