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CURRICULUM TRANSFORMATION TO ENSURE STUDENT SUCCESS BEYOND THE LEARNING INSTITUTION

CURRICULUM TRANSFORMATION TO ENSURE STUDENT SUCCESS BEYOND THE LEARNING INSTITUTION. USING THE RECAPITALISATION OF TECHNICAL SECONDARY SCHOOLS PROGRAMME TO BRIDGE THE GAP BETWEEN MATRIC AND JOBS. INTRODUCTION. WHAT IS THE PURPOSE OF SCHOOLING?

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CURRICULUM TRANSFORMATION TO ENSURE STUDENT SUCCESS BEYOND THE LEARNING INSTITUTION

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  1. CURRICULUM TRANSFORMATION TO ENSURE STUDENT SUCCESS BEYOND THE LEARNING INSTITUTION USING THE RECAPITALISATION OF TECHNICAL SECONDARY SCHOOLS PROGRAMME TO BRIDGE THE GAP BETWEEN MATRIC AND JOBS

  2. INTRODUCTION • WHAT IS THE PURPOSE OF SCHOOLING? • IS THE SECONDARY SCHOOL CURRICULUM ALIGNED TO WHAT IS BEING DEMANDED BY THE ECONOMY? • WHAT IS THE PURPOSE OF THIS PRESENTATION? - USE A CASE STUDY TO HELP DEMONSTRATE CURRICULUM RE-ALIGNMENT TO HELP BRIDGE THE CHASM BETWEEN MATRIC AND JOBS.

  3. WHAT IS THE CURRENT POSITION WITH JOBS? • UNEMPLOYMENT IS SAID TO BE AROUND 24%. • 42% OF YOUNG PEOPLE (18-21) ARE UNEMPLOYED. • 2011 – 496 090 MATRICULANTS WROTE NSC. 348 117 (70.2%) PASSED. 24% QUALIFIED FOR UNIVERSITY ENTRANCE. • EST. 350 000 HEADED STRAIGHT FOR THE JOB MARKET. DID THEY HAVE THE SKILLS REQUIRED BY THE JOB MARKET? HOW MANY WERE EASILY ABSORBED?

  4. WHAT IS THE TECHNICAL SCHOOLS RECAPITALISATION FUND? • FOR THE PERIOD 2010 – 2013 THE NATIONAL TREASURY ALLOCATED AN AMOUNT OF R490 000 000 TO BE ADMINISTERED AS A CONDITIONAL GRANT. • FUNDS INTENDED TO IMPROVE CONDITIONS AT TECHNICAL SCHOOLS AND MODERNISE THEM TO MEET THE TEACHING REQUIREMENTS OF LEARNERS IN TECHNICAL FIELDS.

  5. CHALLENGES TO TRANSFORMING THE CURRICULUM • GENERAL RESISTANCE TO CHANGE. • OLD LEARNER/PARENT PERCEPTIONS THAT TECHNICAL EDUCATION WAS MEANT FOR THE WEAKER STUDENT. HEIs DESIGNATED AND NON-DESIGNATED SUBJECTS. • SOME OLD SUBJECTS WERE UNDER THREAT. • AS NEW STAFF WERE EMPLOYED TO TEACH THE NEW TECHNICAL SUBJECTS,SOME OLD STAFF WERE RE-DEPLOYED.

  6. CONCERNS • IS TECHNICAL EDUCATION SUSTAINABLE? • CAN WE AFFORD THE COST OF CONSUMABLES? • HOW WILL THESE NEW SUBJECTS AFFECT THE FINAL PASS RATE?

  7. WILL WE FIND THE EDUCATORS TO TEACH THE TECHNICAL SUBJECTS, GIVEN THE FACT THAT UNIVERSITY TEACHER TRAINING UNITS ARE DOING LITTLE OR NOTHING TO TRAIN NEW TEACHERS? TEACHERS ARE TRAINED IN BASIC TECHNOLOGY, NO SPECIALISED TRAINING IN CIVIL TECHNOLOGY, MECHANICAL TECHNOLOGY OR ELECTRICAL TECHNOLOGY.

  8. HOW DID LEADERSHIP ADDRESS THE CHALLENGES AND CONCERNS • RE-CAPITALISATION COMMITTEE WAS FORMED. • BUSINESS PLANS FORMULATED. • GOVERNING BODY COMMITMENT AFTER A COST-BENEFIT EXERCISE WAS CONDUCTED. • GENERAL STAFF BUY-IN. CONVINCED THAT THERE IS SOME BENEFIT FOR EVERYONE – IMPROVED SECURITY FOR ALL.

  9. WHAT CHANGES TOOK PLACE? • 1. ENGINEERING GRAPHICS & DESIGN - COULD NOT BE TAUGHT LIKE THE OLD TECHNICAL DRAWING, A FULLY EQUIPPED CAD ROOM COSTING IN THE REGION OF R 1 000 000 WAS SET UP. STAFF HAD TO BE TRAINED IN THE USE OF THE SOFTWARE. CHALLENGE TO RENEW THE SOFTWARE LICENCE ANNUALLY.

  10. CIVIL TECHNOLOGY – LEARNERS EXPOSED TO A VARIETY OF MACHINERY AND HAND TOOLS. • MECHANICAL TECHNOLOGY- LEARNERS CAN SEE HOW A CAR OPERATES. LEARNERS LEARN HOW TO OPERATE A MILLING MACHINE. • ELECTRICAL TECHNOLOGY – LEARNER CAN WIRE A HOUSE.

  11. WHAT EXACTLY IS THE CURRICULUM ON OFFER? • ENGLISH • ISIZULU / AFRIKAANS • LIFE ORIENTATION • MATHEMATICS • PHYSICAL SCIENCE • ENGINEERING GRAPHICS & DESIGN • CIVIL TECHNOLOGY/ MECHANICAL TECHNOLOGY/ ELECTRICAL TECHNOLOGY

  12. RECOMMENDATIONS • BOLD LEADERSHIP TO SEIZE THE OPPORTUNITY AND OVERCOME RESISTANCE. • FUNDING SHOULD CONTINUE AFTER 2013. • FUNDING TO BE EXTENDED TO OTHER SECONDARY SCHOOLS. • WE NEED A FORMAL APPRENTICESHIP PROGRAMME. • HEI’s NEED TO TRAIN TEACHERS TO TEACH TECHNICAL SUBJECTS. • HEI’s MUST RE-CONSIDER LABELING SUBJECTS AS NON-DESIGNATED. • WHILST SOME BENEFITS ARE IMMEDIATELY VISIBLE, WE NEED TO MONITOR THIS OVER A PERIOD OF TIME.

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