MISHACK T GUMBO UNIVERSITY OF SOUTH AFRICA COLLEGE OF EDUCATION (CEDU)

1. A BUMPY RIDE – CURRICULUM CHANGE AND ITS IMPACT ON TECHNOLOGY EDUCATION IN SOUTH AFRICA: VOICES FROM THE ACADEMY MISHACK T GUMBO UNIVERSITY OF SOUTH AFRICA COLLEGE OF EDUCATION (CEDU) OFFICE OF GRADUATE STUDIES & RESEARCH ITEEA 7-9 MARCH 2013

2. INTRODUCTION & PRESENTATION ROUTE • Main reason for TE: produce engineers, technicians and artisans (Lewis, 2005) • Goals implied in this reason can be thwarted by cur reviews disfavouring TE – dubious feeling in stakeholders: - TE still regarded as new arrival in sch cur (fragile ‘baby’) - unfavourable reviews may kill its existence: engineers, technicians, artisans? - fate of teachers and learners in the subj. - compromised efforts to resource schools - paper: motivate discourses about way forward to protect TE; presents views of sampled academics on reviews • Presentation: - overview of reviews and their motivation: global perspective - alternative approaches that reviews can recommend - implications of alternative approaches on SA situation - research design - findings - conclusion & recommendations

3. OVERVIEW OF TE CUR REVIEWS - GLOBAL • Tradition of TE is discerned from traditional craft subjts ((Glover, 1996; Kimbell, 1997; Page, 1996; Sherwood, 1996; Raizen, et al. 1995; Siraj-Blatchford, 1996; Williams, 1996). • Review of industrial envt: results – work by participatory management styles, shared goals, multi-skilled workers & flat management structures. • Cause for change in industrial training: high premium on creativity, initiative, entrepreneurship, critical thinking and self-governed work teams (Williams, 1996). • Thus, need for sch cur that focuses on workers’ competencies (Williams 1996). • Relevance of educational programs questioned – need for action. • Hence, justification to introduce TE in school cur.

4. OVERVIEW OF TE CUR REVIEWS – GLOBAL… In US: • Dept of Labour’s Commission on Achieving Necessary Skills (SCANS) developed ‘workplace know-how’ based on workplace competencies and foundation skills (Williams, 1996; Zuga, 1997) to create a theory-practice balance. • Implementation goals include (Raisen, 2003:40): - Integrate Tech as one of the core subjts from kindergarten to high schs, even beyond; - TE can be integrated with other schsubjts, especially with science and maths; - Tech should be compulsory at every study level, for girls and boys; - local conditions, aspirations of individuals, career goals and abilities should influence the devt of cur for technological literacy • the ultimate goal is to realize technological literacy for all.

5. OVERVIEW OF TE CUR REVIEWS – GLOBAL… In UK: • Secretary of State for Education incorporated 6 core skills in programs of all 16-19 year-olds via its Nat Cur Council: - communication - problem-solving - personal skills - numeracy - IT - modern language competence. In England: • nat cur revised in 2000 (Raisen, 2003:34) • Member countries of UPDATE (Understanding and Providing a Devtal Approach to TE) introduced TE integrated with other subjts (Raisen, 2011).

6. OVERVIEW OF TE CUR REVIEWS – GLOBAL… In NZ: • competencies (essential skills) were developed as part of nat cur: communication, numeracy, information, problem-solving, self-management and competitive, social and cooperative, physical, and work and study skills. • Cur review in 2007 (Nicholas & Lockley, 2010) In AU: • Mayer Committee determined key competencies for young people: communicating ideas and info, planning and organising activities, working with others in teams, using maths ideas and techniques, solving problems and using tech. Minister of Education declared: “Education and training will play a vital role in productivity performance, directly conditioning the quality, depth and flexibility of our labour force skills” (Treagust & Mather, 1990: 51). • Raisen (2003:34): Tech programs are structured and delivered as discrete or combined with other areas of learning. Tech programs in primary schs give students a broad foundation for further learning.

7. OVERVIEW OF CUR REVIEWS – GLOBAL… In France: • Tech studies must continue from prim. sch to sec. sch without any gaps in the coverage of topics (Raisen, 2003:36). In Netherlands: • Prim. level: TE is not offered as a separate subj but integrated with crafts, arts & natl sciences (Raisen, 2003:37). • Sec. level: subj of its own but also integrated with maths, science & social studies (Raisen, 2003:37). • 1st & 2nd yrs prim.: TE is studied for 2 teaching hrs/wk; sec. Level: TE is studied for 180 teaching hrs (Raisen, 2003:37). In Finland: • Cur is revised every 10 yrs (Raisen, 2011). • These trends informed cur reviews and approaches to TE (de Vries, 1992; Eggleston, 1993; Brown, 2008; Wilson & Harris, 2004).

8. ALTERNATIVE APPROACHES FOR TE CUR (Black, 1996; Raizen et al., 1995) 1. Craft approach: • Knowl. about materials and skills to transform them into fabricated objects. • Preserves cultural & personal value of combination of manual skill, aesthetic sensibility & traditional design. • Learning activities: making things based on prescribed designs in c/rms equipped with machines & tools: woodworking, metal working, electrical, catering & textile trades. • Emphasizes psychomotor skills rather than design. • Training traditionally provided skills foundation for learners moving into a vocational craft or trade. • It balances practical component with purely acadsch cur.

9. ALTERNATIVE APPROACHES FOR TE CUR… 2. Occupational/vocational approach: • Emphasizes hands-on transformation of materials into products. • Focuses on current industrial practice rather than traditional craft skills – industrial production-oriented approach. • Nature of c/rms similar to craft approach, but typically include machinery from industry, either models retired from the factory floor or scaled down, or purposely built c/rm versions. • Teachers have usually been trained in industry. • In certain cases, learners are expected to spend time in a workplace setting undertaking work-experience/internship program. • Learners equipped to enter current technical/practical vocations on leaving sch.

10. ALTERNATIVE APPROACHES FOR TE CUR… 3. High-tech approach: • Visible in schs in which substantial amount of new tech has been introduced through fundraising efforts in conjunction with industry partners. • Reasons for this approach vary and include desire by industry to shape the skill base of future w/force; desire on the part of schs is to appear progressive in envt of technological change. • Embraces “modern tech” approach which looks to nature of work in the next century and focuses strongly on IT. • Teachers in this case are from traditional TE background and have undergone retraining.

11. ALTERNATIVE APPROACHES FOR TE CUR… 4. Applied science approach: • Science teachers have developed this approach. • Rather than teaching scientific ideas as abstractions, familiar products and processes are used as both the dissection table and the test bed for scientific ideas and theories. • More emphasis on cognitive elements than practical work, though there is clearly potential for using this model to explore new applications of tech. • This approach assumes Scie & Tech ought to be studied in close association with each other.

12. ALTERNATIVE APPROACHES FOR TE CUR… 5. Technology concepts approach: • Emphasizes learning about processes that enable technological devts to take place. • Emphasizes theoretical understanding rather than practical action. • Emphasizes systems concept, i.e. flow of matter energy and information rather than understanding of how to make or repair any of the components of a system.

13. ALTERNATIVE APPROACHES FOR TE CUR… 6. Design approach: • Seen as a “practical capability” approach that emphasizes personal & active involvement of learners in tackling realistic problems. • Design approach is seen by some as a central concept in the study and practice of Tech. • Emphasis is on learners’ own decisions about what kind of product is needed and what product will look like, how it will work and how it should be made. • Learners are first asked to produce design brief describing need/problem to be solved using specified resources, then progress through stages of concept devt, construction of prototypes, and testing, and then redesign and perhaps manufacture. • C/rms are often equipped and arranged similarly to those used for craft-based teaching, with teachers at sec. level having a craft or industrial background.

14. ALTERNATIVE APPROACHES FOR TE CUR… 7. Science-technology-society (STS) approach: • Based on assumption that cur are organized around societal issues. • Teachers should establish connections between their c/rms and outside world by explicitly focusing on local issues relevant to learners, discussing knowl. & skills needed to address these issues, and bringing in outside speakers or taking learners on field trips to places in community where Scie & Tech are practised. • Calls for study of technological innovation as a driving force for social change and of its interaction with other forces that also drive change. • Also draws on problem-solving emphasis, focusing on understanding nature of social needs in the definition of problems and on the need for a cross-disciplinary approach to tackling issues.

15. ALTERNATIVE APPROACHES FOR TE CUR… 8. Integrated subject approach: • Based on integration of several subjects or areas of study into f/work that aims to provide both understanding of Tech and its interrelatedness with other disciplines and with life outside school. • Scottish and US examples embrace tech., science, social studies, health education and IT under the umbrella of envtal studies, and science, maths and tech (SMT) as integrated disciplines. • Tech in this context includes role of computers and other new media and techs as tools for learning and program delivery but is not limited to using computers in c/rm. • Within the SMT approach, tech ought to be considered as a subject area with its own content, goals and contributions. • Seen as learner-empowerment approach to come up with new solutions to problems not yet uncovered.

16. SA TE SITUATION • Design, S&T and integrated approaches seem to have been adopted in TE cur (Tech Grds R – 9 and CAPS). • Design approach is explicitly expressed in 1st LO/Aim – The learner will be able to use the technological processes and skills ethically and responsibly using appropriate information and communication technologies. • STS approach is embedded in 3rd LO/Aim – The learner will be able to demonstrate an understanding of the interrelationship between science, technology, society and the environment. • Integrated approach was followed when TE was merged with NS on the roll out of C2005 in 1998, and now in CAPS.

17. SA TE SITUATION... • C2005 in 1998. • Review in 2000 (Chisholm, 2003; Jansen, 1999). • Name change to RNCS • Later called NCS (DoE, 2002). • TE was introduced with C2005 for the first time (Stevens, 2005). • TE was integrated with NS at IP (Grds 4-6). • It was anticipated that it would thrive as part of the national strategy to skill and impart technological knowl. to SA’s learners. • However, C2005 created ambivalence (coexistence in one person’s mind of opposing feelings) among educational stakeholders (Allen, 1990) – difficult terminology, e.g. range statements, phase organisers, assessment criteria.

18. SA TE SITUATION • Complaint about big jump for learners with 3 learning areas at FP to 8 learning areas at IP. • Cur review in 2000 recommended the scrapping of TLA to lessen the cur overload (DoE, 2000). • Decision: Govt declined recommendation to scrap TLA from cur. • Instead, TLA was separated from NS in IP. • Another cur review in 2009 – CAPS (DBE, 2010) • TLA was made casualty of cur overload more. • Recommendation that TLA be re-merged with NS in IP. • Reason: lesson cur overload at IP. • Thus, Review Committee recommended reduction of 8 learning areas to 6 subjects. • Problem: time allocated the teaching of subj (De Jager, 2011) – the former 3 hrs/wk for NS and 2 hrs/wk for TLA now reduced to 3 hrs/wk for the merged subj, i.e. NS and Tech.

19. SA TE SITUATION... • TLA content compromised even though Design Process would be emphasized. • Some basic principles of TE exported to SP (Grds 7-9) even though only 2 hrs allocated to TLA at this level. • Review triggered ambivalence about implementation of TLA. • Hacker (1999): a number of impediments have thwarted efforts to institutionalise TE in the nation’s schools. • Hacker (1999): these impediments mitigated against establishment of Tech as a core discipline. • Stevens (2005) and Kahn et al (2003): TE faced with constraints from 1st cur review in terms of teacher training and political drive behind introduction of TE.

20. SA TE SITUATION • Barriers to cur integration: turfism, discipline envy, inadequacy, time constraints, lack of integrated cur materials, sch structure and college admission. • Loepp (in Erekson & Shumway, 2006:30): “The barriers to cur integration are readily apparent. Turfism runs rampant throughout the educational enterprise. Teachers trained to teach a discipline become threatened when others impinge on their subject area. They also tend to feel inadequate when asked to stray from their traditional subjs. Also, teachers in elementary and sec. schs are loaded with day-to-day responsibilities and have little time to reflect on cur – let alone integration. Further, most readily available cur materials are discipline-specific and only casually refer to content from other disciplines. For many years, schs have been organized around various disciplines. Additionally, high sch graduation requirements and entrance requirements to HE institutions are discipline-specific.

21. SATE SITUATION... • Literature presented this far casts light on the motive behind the TE cur review and its context-specific reasons like overload in the case of SA. • Gap between IP & SP: depth of knowl to be covered. • TE integrated with NS: why not think of other options? • Teacher training: few Tech teachers have received formal training this far, e.g. some 137 teachers participated in w/shops and some 950 teachers earned an ACE at Unisa (Potgieter, 2004); I co-facilitated training of about 300 SP Tech teachers in 2008 & 2009. • But! Tech teacher training has not been easy or clear (DoE, 2009). • Teachers were asked to volunteer to teach Tech for 1st time. • Sithole (2009), Carl (2005), Laukgsch et al. (2007): teachers lack ease with the training. • Reitsma and Mentz (2009): short w/shops do not offer teachers opportunity to study and reflect on the new information.

22. SA TE SITUATION... • Situation is compounded by under-qualified and inexperienced educational officials who also give training. • Reitsma and Mentz (2009: 20) found out: “Only few of the subject advisors themselves, who acted as trainers, had training in technology education”. • Mapotse (2012): AR with 18 Tech teachers from sec. schls in LP. Through observations and fact-finding he discovered that some teachers in whose schs his student teachers were placed for practice teaching could not teach Tech; student teachers changed roles with them, i.e. student teachers mentored their mentor/senior teachers; 11 teachers had less than 6 yrs experience teaching Tech, 11 teachers had no qual in TE, 8 teachers could not plan Tech lesson at all. • Gumbo and Williams (2012): case study to investigate four lower sec sch Tech teachers’ PCK; 3 teachers only 4 yrs Tech teaching experience, one 7 yrs. • Not clear from the Curriculum Review Report (DoE, 2009) who will now be expected to teach NS & Tech: Science teachers? Technology teachers? Team of Science and Technology teachers?

23. SA TE SITUATION... • HEIs: earmarked to help train both pre- and in-service teachers. • However, shortness of training sessions compromise quality. • DoE is restricted by labour laws which preclude teacher training during holidays/wkends. • Resources: lack of teaching resources and improper training (Sithole, 2009). • Integrating TE with NS is not an unthinkable possibility (Sanders, 1999; Kahn et al., 2003; Berlin & White, 2011). • However, this does not suggest a simplistic approach whereby S & T are just lumped together (Millar & Osborne, 2000). • New subjNS and Tech may downplay TE since S may enjoy high premium than TE. • Thus, Sanders (1999): The study of Tech must be much more than simply another unit of study added to the science cur. To be meaningful and effective, the study of the technological world requires an activity-based cur that includes the design, development, and evaluation of solutions to technological problems. • In CAPS, little about Tech has been catered for.

24. RESEARCH DESIGN • Qualitative approach to gather views of 9 academics based in institutions in GP. Probability sampling technique was used for its convenience using e-mail address system (Schonlau et al., 2001) to select these academics. • Those who responded indicating their availability to participate in the study were selected to a maximum of 9 based on earliest responses. • I promised to come back to those not selected in case those selected would pull out. • Open-ended quest. was e-mailed to this sample of academics. • They were asked to write and share their views about latest cur reviews with special reference to TE. • Choice of e-mail interview was considered for its practical value and convenience (Schonlau et al., 2001). • Advantages of e-mail interviews: asynchronous communication, downloadability of the interviews from the computer, saving transcription time, saving resources as there was no need to travel, etc (Bampton & Cowton 2002; Opdenakker 2006).

25. RESEARCH DESIGN... Problem of investigation is: What are the effects of TE cur reviews on TE as a subject? • Purpose of investigation and ethical protocol – participants’ confidentiality, identity, permission and their right not to participate, etc were included with the interview quest. • All 9 academics filled and returned the quest. • Analysis followed content and thematic approach.

26. FINDINGS IP-SP transition • Academics’ views acknowledge review’s efforts to reduce cur overload for teachers and learners. • If teachers are equipped both in NS and TE they can design projects that cover both and emphasize their relationship, e.g. “artifact for cardboard truck with electric circuits for lights”. • One academic: “Specific requirements in the present CAPS will lay the foundation in intermediate phase, which includes certain aspects of TE and links to NS. Emphasis on the design process should have a positive effect transiting to senior phase”. • Opposing view: “Some teachers are familiar with the old topic-based cur”. He referred to the pre-democracy cur before C2005. He stated: “Learners will be deprived of acquiring skills and knowledge in TE at an early stage”. • Lack of IP-SP synergy. • One academic seemed not to have read CAPS yet: “CAPS draft does not include the design process for IP, providing no foundation for SP. • TE might be underplayed and not offered the time and tuition it deserves; this might compromise its themes.

27. FINDINGS... • Initiative to address technological skills shortage and invest in the future of South African citizens is being prioritised. • Caution: “The unfamiliar nature of the aspects of structures, systems and control in the IP may create a tendency not to teach them thoroughly, which will then impact negatively on the transition to SP. Technology teacher training • Teacher retraining will help NS teachers consolidate their understanding of science with that of Tech. • “No great changes since content knowledge takes the form of topics in CAPS. Pedagogically, teachers know the logistics of lesson planning from their former training, particularly as the new approach in CAPS reverts back to the old curriculum. As a result minimal time will be required to develop teachers on the themes prescribed by syllabus”. • Opposing view: “Teachers have a shallow technological knowledge”. • Some teachers might be made redundant or redeployed.

28. FINDINGS... • Teachers who are still grappling with understanding OBE cur are now supposed to change and learn new things again. • Teacher training can become very diluted and one-sided because many providers will only concentrate on the basics specified in CAPS documents. • “Former technology teachers will need training on NS topics”. “Teachers’ morale will be dented by the ever-changing cur and new teacher training”. • Not clear yet what form of teacher training will result from the review. Universities as teacher training providers • The findings reveal the opportunities for the HEs: - New program and training material devt for new NS and Tech subj. - Devt of content-based textbooks on Tech. - Training of teachers for CAPS. - partnership between the DoE, HEIs and Industry. • However, academics expressed concern about the burden of program review which may be thrown away by another possible review in the near future.

29. FINDINGS... • Redesign of course based on the NCS to one based on CAPS and develop INSET program for teachers. • “Module content will have to be revisited and adjusted, aligned and modified to meet the demands of the transition. Course credits will also be reworked and qualifications be approved by SAQA”. • New specialised training will be needed, placing additional pressure on the capacity of HEIs. • “Universities should seriously consider a training model that caters for ongoing on-site support for teachers that they train”. Physical resource provisioning • Demand for new resources schs. • New kits for NS and Tech subj. • Opportunity for DoE to provide resources that will ensure that TE receives the attention that it deserves in CAPS. • Different view: Resource provisioning may be minimized in IP due to limited content to be covered.

30. FINDINGS... • DoE should be prepared to spend and support schs with equipment. • Many schs still under-resourced. Sci-Tech • CAPS presents opportunity to end the Sci-Tech war through integrating NS and TE. • Teachers and learners will learn to appreciate the relationship between NS and TE. • “Tech teachers should be appointed HoDs to neutralize dominance of science teachers”. • “Teachers will now teach more NS than Tech. TE is different from NS. The integration of NS and TE will compromise the status of TE”.

31. CONCLUSION & RECOMMENDATIONS • Introduction of TE in SA’s cur raised hopes about providing a solution to the dire need of qualified professionals in the technology and engineering fields • However, the development and implementation of TE has not been without barriers • The prominent barrier has been the cur reviews that targeted TE, hence threatening the hopes cited above Recommendations: • Need for revisiting the whole purpose for the introduction of TE • Emphasize the value of TE • TE cur reviews must support TE rather than attempt to kill it • Incentives for academics and teachers wanting to venture into TE, e.g. dedicated bursary • Mobilise international community to support TE and send a message about its importance Thank you for listening!