Masters Degrees (Curriculum Studies)

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Browsing Masters Degrees (Curriculum Studies) by Author "Baadjies, Basil Stephen"

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    'n Prinsipiele verantwoording van tegnologie-onderwys in die skoolkurrikulum
    (Stellenbosch : Stellenbosch University, 1997) Baadjies, Basil Stephen; du Plessis, W. S.; Stellenbosch University. Faculty of Education. Department of Curriculum Studies.
    ENGLISH ABSTRACT: The aim of this study was to provide a principled rationale for the inclusion of technology in the school curriculum. Because technology is present in every aspect of life it is the cornerstone of productivity and international competitiveness. No individual, group or community can afford to be technologically illiterate. The South African education system has always had a strong academic orientation. At present the Republic of South Africa has a high unemployment rate and in order to obtain economic success, the educational system must take this into account. Because technology plays a role in nearly all professions, education must be relevant to the learners present as well as their future world. There is general consensus that technological education can meet some of the needs of the learners future world. A comparative study of the topic was undertaken and an attempt was made in Chapter 2 to provide insights into the content of the technology curriculum in Nigeria, an under developed country, and the Netherlands which is a developed country. There are many instances where under developed countries have used programmes which were intended for developed countries with little or no success. This international perspective strongly suggests that the Republic of South Africa should develop a programme for South African circumstances. There has been widespread debate as to whether technology should be a separate subject or whether it should be taught as part of science and also whether it should be taught across-the-curriculum. Technology education nevertheless remains an important part of the general formative education of young people. The conclusion is drawn in Chapter 3 that technology has its own subject content and that it should be taught in conjunction with other subjects such as science and mathematics. Chapter 4 emphasises the legitimacy of technology as a school subject. Since we live in a technological era, we have the capacity to influence the environment. When technology is instituted as a school subject, the legitimacy which the subject will ultimately enjoy will depend on the degree to which the expectations of the various role players such as parents, the state, the learners and the private sector are met. It is obvious that education and economic growth are strongly linked Education and economic growth can have a significant effect on productivity. In Chapter 5 the conclusion is drawn that in the light of the rapidly changing economic trends and rapid economic development, technology will have to feature strongly in the curriculum. The final chapter of the study comprises the summary and conclusions. Specific recommendations are made with regard to subject of technology.