Doctoral Degrees (Curriculum Studies)

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Browsing Doctoral Degrees (Curriculum Studies) by browse.metadata.advisor "Coetzee, J. H."

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    Curriculum development in horticulture within the South African qualifications authority framework
    (Stellenbosch : Stellenbosch University, 2002-12) Young, Michael Howard; Carl, A. E.; Coetzee, J. H.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The curricula of the Technikon National Diplomas in Horticulture, Landscape Technology and Parks (Open Space) and Recreation Management have been intermittently revised since the original inception in 1972 of the NO in Horticulture. The shortcomings in the process of curriculum revision, with special reference to programmes in Horticulture, were identified. The institution of outcomes-based education (aBE) and the National Qualifications Framework (NQF) followed the promulgation of the South African Qualifications Authority Act (No. 58 of 1995). All curricula are currently being written in terms of learning outcomes that qualifying learners will be expected to demonstrate. The primary aim of this research study has been based upon the proposition that a scientifically validated situational analysis is an essential precursor to the design or redesign of a curriculum for tertiary-level horticultural training. A situational analysis that includes the sectors of Amenity horticulture, Arboriculture, Floriculture, Landscape, Nursery production, Nursery retail and Turf was undertaken. The results of this analysis were to be utilised in the development of a theoretical curriculum framework, which may be used in the development of a revised curriculum. The secondary aims of the study are complementary to the primary aim as the situational analysis has led directly to the identification of the core and specific skills/competencies within the seven sectors, the degree to which horticulturists are seen to have prepared themselves for their careers, the attributes or qualities employers expect of a qualified horticulturist and the values applicable to the horticulture profession. This research is regarded as exploratory as little documentation exists regarding the competencies being applied by horticulturists within the different sectors. As it describes the characteristics of horticulture education and training and tries to understand the meaning and relevance of the data gathered, it may also be defined as descriptive. It is also an applied research study as its focus is on the sector-specific curriculum development needs in the horticulture industry. A triangulation approach to the study was followed that utilised a quantitative as well as a qualitative approach. This served to heighten the reliability and the validity of the research. In the qualitative approach, use was made of both personal and focus group interviews, which enabled the researcher to study the problem at greater depth. The mail survey, which used a self-administered questionnaire, facilitated the collection of empirical data that was used to corroborate and extend the generalisability of the qualitative findings to a national level and was the quantitative approach followed. While the situational analysis has led to an extensive amount of empirical data relative to the revision of the curricula, the development of a theoretical curriculum framework is seen as the logical conclusion of this analysis as it represents a synthesis of the most important findings of the study. Its presentation to the industry as a concept curriculum framework, upon which a revised curriculum for technikon horticulture training may be based, is recommended. The development of a framework structured in a format compatible with the NQF, aims at meeting the curriculum needs of the different sectors of the industry.