THE INTEGRATION OF TECHNICAL SUBJECTS IN CIVIL TECHNOLOGY CURRICULUM WITH SPECIAL REFERENCETO FET TECHNICAL SCHOOLS

Published ThesisThe main aim of the study was to investigate the integration of technical subjects in Civil Technology curriculum with special reference to FET Technical Schools in the Free State, South Africa. The research had used mixed method approach comprised of qualitative as well as quantitative methodology to collect data. The method of investigation included a literature review, empirical study by using qualitative and quantitative method in the form of questionnaires and purposive sampling and semistructured interview. The sample in the research was twenty one (21) teachers responsible for teaching Civil Technology in grades 10-12 from schools in the five districts of Free State province: Fezile Dabi, Motheo, Lejweleputswa, Thabo Mofutsanyana and Xhariep. The study revealed that majority of teachers did not receive formal training on the new Civil Technology Curriculum, therefore, majority of teachers highlighted that they took initiatives of self-training and development on the subject which had made challenges of the subject more interesting. The quantitative responses were analysed by the employed statistician using SPSS computer software and interpreted by the researcher and reported. Qualitative data; semi-structured interviews were recoded, transcribed and analysed by the researcher. The study found that teachers define Civil Technology as a subject that gives the general background of Civil engineering or building environment. The teachers suggested that the Department of Basic Education should provide them with full course training on applied mechanics of the subject and to keep the current curriculum of Civil Technology for Mathematics and Science stream and to implement new Civil Technology specialisation for the new stream of Technical Mathematics and Technical Science

The Integration of Technical Subjects in Civil Technology Curriculum with Special Reference to Further Education and Training(FET) Technical Schools

Published ArticleThis study aimed at investigating the extent to which Civil Technology Teachers understand and implement Curriculum. The research used qualitative and quantitative methodology to collect data, questionnaires and interviews were used as instruments to collect data. The sample of the study consisted of 21 Civil Technology teachers from 18 Technical schools from 5 education districts in the Free State. Teachers revealed that majority of respondents indicated that Department of Education (DoE) failed to offer formal training on the new Civil Technology Curriculum, but received one week workshops. They regarded Civil Technology as a subject developed for high level of knowledge and skills. Teachers recommended that the Department of Education should provide a full training course on the new understanding and implementation of Civil Technology Curriculum in Free State Schools in South Africa

The Integration of Technical Subjects in Civil Technology Curriculum with Special Reference to Further Education and Training(FET) Technical Schools

Published ArticleThis study aimed at investigating the extent to which Civil Technology Teachers understand and implement Curriculum. The research used qualitative and quantitative methodology to collect data, questionnaires and interviews were used as instruments to collect data. The sample of the study consisted of 21 Civil Technology teachers from 18 Technical schools from 5 education districts in the Free State. Teachers revealed that majority of respondents indicated that Department of Education (DoE) failed to offer formal training on the new Civil Technology Curriculum, but received one week workshops. They regarded Civil Technology as a subject developed for high level of knowledge and skills. Teachers recommended that the Department of Education should provide a full training course on the new understanding and implementation of Civil Technology Curriculum in Free State Schools in South Africa