Kredietverwerwing deur leerders in tegniese hoerskole met spesiale verwysing na uitkomsgebaseerde modulere onderrig en akkreditering

[摘要] ENGLISH ABSTRACT:In terms of the latest education legislation, there is a shift of emphasis in theapproach to teaching. In particular, there is a move from contents-based learningto outcomes-based learning. It has been shown that technical education isbecoming more and more expensive. Manual skills and the teaching of these atschool is therefore still of cardinal importance.In the technical school the learner receives specialised training. Following thesuccessful completion of the Senior Certificate examinations, the learner receivesa matric certificate. This certificate does not give an indication of specific skills,however. If the learner could receive some accreditation for the skills whichhe/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 cantransfer his/her acquired technical knowledge and skills to other traininginstitutions or employers in the form of credits. In the first chapter, the historicalbackground of an outcomes-based learning approach in South Africa, as well asthe implications of legislation for technical high schools is researched. A numberof necessary concepts are also explained in this chapter.In chapter two, the structure of a modular approach in technical education islooked at in more detail. Different types of modules, the advantages anddisadvantages of a modular system, as well as different models for modularcurriculum design is discussed.The already tested competence-based modular approach, as well as the newlyproposed outcomes-based learning approach is discussed in detail in chapterthree. Since it is the competence-based modular approach which is largely usedin technical education, it is important to investiqate the shift to an outcomesbasedapproach in technical education.In the fourth chapter, specific modular points of intersection between the trainingof apprentices and secondary school education are looked at. The feasibility ofacquiring credits in the technical high school is discussed on the basis of anempirical study in chapter five.The possible applications of the implementation of an outcomes-based learningapproach in technical high schools are set out in chapter six and the findings ofthis research are summarised in chapter seven.The subject of this research is currently very topical and if the findings containedtherein are applied in practice, many of the modern challenges faced by theeducation system could be addressed. Learners should receive education andtraining which prepare them practically for their roles as citizens, while alsoenabling them to enter the job market or create work for themselves. Theimportance of an education system which continually determines the needs ofboth the national and international markets, investigates technological and otherrelevant tendencies and develops current curriculums in such a way that learnerswill always be competitive cannot be emphasised enough. An outcomes-basedapproach places much less emphasis on content-based syllabuses and merelyexposes learners to balanced learning programmes in which the acquisition ofrelevant knowledge, skills, attitudes and values carries equal weight.Because of the changes in education and training, the teaching approach in thetechnical high school is extremely important. To some degree, technicaleducation is already specialised education. Although learning takes place atschool, the acquired knowledge is not currently transferable to other traininginstitutions in the form of credits. This situation is contradictory to the NationalQualifications Framework, in which an outcomes-based approach to education isproposed.

[发布机构] Stellenbosch University