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

Investigating Factors Contributing To Learner Performance in Mathematics: A Case Study of Some Selected Schools in Motheo District

Published ArticleThis study investigated factors contributing to learner performance in mathematics in some selected schools in Motheo District. Three schools made up of – one secondary school (in Mangaung); two secondary schools (in Botshabelo) in Motheo District. Seven educators from each school comprising of three male and three female educators teaching mathematics and one head of department for mathematics were sampled from the population. A quantitative research method has been used to gather data regarding factors that contributes towards learner performance. Factors are: the attitudes of learners towards mathematics; the use of English; and experience of teachers; the resources provided by the department of education and also the support from learner’s parents. It has been found that learners are demotivated by their parents and peers saying that mathematics is the difficult subject which needs clever people. In conclusion teachers and parents must be actively involved in the education of learners

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