An action research inquiry into outcomes-based education and training in an adult learning environment at the Forensic Science Laboratory

[摘要] ENGLISH ABSTRACT: The Forensic Science Laboratory (FSL) is a component of the South African Police Service(SAPS). The Questioned Document Unit (QDU) is a section within the FSL.It has been practice in the QDU to recruit members of the SAPS for training as QuestionedDocument Examiners within the FSL. Although the SAPS has a policy on education, training anddevelopment, it is not applied. Even after the establishment of the South African QualificationsAuthority (SAQA) and the National Qualifications Framework (NQF), the QDU and the rest of theFSL continued their training practices at the workplace outside the outcomes-based paradigm.As part of standard practice, the FSL has taken content experts (forensic analysts) and turned theminto trainers. These forensic experts had no training qualifications and little or no facilitation skills.Their knowledge of outcomes-based education (OBE) and adult learning was also either inadequateor non-existent. This shortcoming has influenced the quality of learning in this environment. In2004 the Forensic Science Laboratory began to give some members an opportunity to be trained astrainers, assessors and moderators of learning. However, this has been a disjointed effort. Generally,learners have had to endure a frustrating period of more than four years of internal training beforebeing certified as competent to act as examiners.Before 1994 the QDU employed mostly white personnel as examiners. Most black personnel stilloccupy the lower salary levels amongst examiners. There are no black trainers. At present (2006) inthe FSL, the tendency is that white personnel hold senior positions and black personnel are juniors.There is covert racial tension among the members. In the QDU, the training manager has always been a trainer as well. In the training environment atthe QDU there have been obvious problems, namely –�������������� poor practice of OBE and adult learning;�������������� relationship problems between trainer and learners;�������������� distrust and a lack of communication and dialogue between trainer and learners; and�������������� underlying racial tension.The action research process on which we (the learners, training manager and I) embarked wasaimed at –�������������� opening dialogue/communication between the training manager and learners;�������������� increasing learner participation in the process; and�������������� providing the opportunity for both the learners and the training managerto increase their knowledge of adult learning and OBE.We hoped that by making the entire action research process transparent we could create a platformfor the learners and the training manager to build relationships in order to bring about animprovement in learning practice.We used an action research process that included participation by both the learners and the trainingmanager. Change occurs within the action component of the action research process, while theresearch component is meant to generate knowledge. We used a cyclic method that entailed stagesof planning, action, observation and reflection. Continuity was achieved by the reflection stage ofone cycle informing the planning stage of the next. The action research process used in this setting has supported the existing theory and assumptionsthat adult learners want to participate, be involved in decision-making, and learn by doing. It hasalso shown that they are critically aware.The learning practice at the QDU has improved. The action research process that took place at theunit can serve as a powerful case study for trainers who endeavour to improve practice in otherenvironments.

[发布机构] Stellenbosch University