Curriculum development in horticulture within the South African qualifications authority framework

[摘要] ENGLISH ABSTRACT:The curricula of the Technikon National Diplomas in Horticulture, LandscapeTechnology and Parks (Open Space) and Recreation Management have beenintermittently revised since the original inception in 1972 of the NO in Horticulture. Theshortcomings in the process of curriculum revision, with special reference toprogrammes in Horticulture, were identified. The institution of outcomes-basededucation (aBE) and the National Qualifications Framework (NQF) followed thepromulgation of the South African Qualifications Authority Act (No. 58 of 1995). Allcurricula are currently being written in terms of learning outcomes that qualifyinglearners will be expected to demonstrate.The primary aim of this research study has been based upon the proposition that ascientifically validated situational analysis is an essential precursor to the design orredesign of a curriculum for tertiary-level horticultural training. A situational analysis thatincludes the sectors of Amenity horticulture, Arboriculture, Floriculture, Landscape,Nursery production, Nursery retail and Turf was undertaken. The results of this analysiswere to be utilised in the development of a theoretical curriculum framework, which maybe used in the development of a revised curriculum.The secondary aims of the study are complementary to the primary aim as thesituational analysis has led directly to the identification of the core and specificskills/competencies within the seven sectors, the degree to which horticulturists areseen to have prepared themselves for their careers, the attributes or qualities employersexpect of a qualified horticulturist and the values applicable to the horticultureprofession.This research is regarded as exploratory as little documentation exists regarding thecompetencies being applied by horticulturists within the different sectors. As it describesthe characteristics of horticulture education and training and tries to understand themeaning and relevance of the data gathered, it may also be defined as descriptive. It isalso an applied research study as its focus is on the sector-specific curriculumdevelopment needs in the horticulture industry. A triangulation approach to the studywas followed that utilised a quantitative as well as a qualitative approach. This served toheighten the reliability and the validity of the research. In the qualitative approach, usewas made of both personal and focus group interviews, which enabled the researcher tostudy the problem at greater depth. The mail survey, which used a self-administeredquestionnaire, facilitated the collection of empirical data that was used to corroborateand extend the generalisability of the qualitative findings to a national level and was thequantitative approach followed.While the situational analysis has led to an extensive amount of empirical data relativeto the revision of the curricula, the development of a theoretical curriculum framework isseen as the logical conclusion of this analysis as it represents a synthesis of the mostimportant findings of the study. Its presentation to the industry as a concept curriculumframework, upon which a revised curriculum for technikon horticulture training may bebased, is recommended. The development of a framework structured in a formatcompatible with the NQF, aims at meeting the curriculum needs of the different sectorsof the industry.

[发布机构] Stellenbosch University