(caps) for technical high schools - South African Principals` Association

Report
REPORT ON THE WRITING OF THE
CURRICULUM AND ASSESSMENT
POLICY STATEMENTS (CAPS) FOR
TECHNICAL HIGH SCHOOLS
SAPA MEETING
27 AUGUST 2013
DR AE NKOSI
OBJECTIVES
• Strengthen technical education offerings of the
NCS.
• Increase participation and success rate of learners
in technical education.
• Contribute in moving the education system in the
country in producing 70% of learners with the
requisite skills and knowledge in vocational and
30% in academic pathway.
• To ensure maximization in the utilization of the
investment made through Technical High School
Recapitalisation Grant.
2
BACKGROUND AND CONTEXT
• In 2008, Minister Pandor convened a meeting of
technical high school principals in the country to
understand challenges that faced the technical high
schools.
• At that meeting, the Minister committed to support
the recapitalisation of technical high schools.
• In 2009, the DBE established a Reference Task Team
that studied the current design of technical subjects
and compared their response to skills training for
artisans that the country requires.
3
BACKGROUND AND CONTEXT CONTINUED....
• The study considered alignment and articulation of technology
subjects in schools with FET Colleges technical vocational
subjects.
• The study showed that the current NCS should be rewritten to
make career mobility possible.
• There are 18 subjects from Nated 550 that were compressed
into 4 NCS subjects namely Electrical Technology, Civil
Technology, Mechanical Engineering and Engineering Graphics
and Design.
• Study motivated for specialisation within the Engineering
Technology subjects.
• In January 2012, 611 technical schools principals where also
consulted and they indicated the need for the specialisations.
4
WHY SPECIALISATION?
• The three technology subjects of the NCS are
intended to offer learners, engineering and
technological skills. However, the current design
requires modification to introduce more
specialisation in order mainly:
• To facilitate the articulation to skills training in the
world of work,
• To enhance engineering principles for learners who
would like to enrol into engineering fields at the
HEI’s,
• To assist learners to master technical skills, and
• To provide entrepreneurial opportunities to learners.
HEDCOM’S DECISION
• In July 2012, HEDCOM approved the strengthening of
the CAPS for Technical Schools and that the
Ministerial Task Team be appointed
• The meeting further recommended the development
of the Terms of Reference for the Ministerial Task
Team and the Working Groups.
• The Department of Basic education developed the
Terms of Reference for the Ministerial Task Team and
the Subject Working Groups.
APPOINTMENT OF THE MINISTERIAL TASK TEAM
The Minister of Basic Education appointed the
Ministerial Task Team 0n 12 December 2012 to
oversee the development of the CAPS for
Technical Schools.
TERMS OF REFERENCE FOR THE MINISTERIAL TASK
TEAM
• Manage and oversee the development of the National
Curriculum and Assessment Policy documents for Technical
Schools;
• Receive and approve final National Curriculum and
Assessment Policy documents for Technical Schools;
• Liaise with and receive advice from LTSM teams on the
presentation (formatting and design) of the Curriculum and
Assessment Policy documents; and
• Advise the Minister of Basic Education on any strategic
matters to strengthen the implementation.
MEMBERS OF THE MINISTERIAL TASK TEAM (MTT)
NAME AND SURNAME
INSTITUTION
Mr B Ngobeni
Superintendent General: Gauteng Department of Education
Dr N Nduna-Watson
Department of Basic Education: Director for FET Curriculum
Prof
H
Jeffery Engineering Council of South Africa: Mechanical Engineer
(Chairperson)
Ms N Ngcobo
University of Johannesburg: Lecturer in Engineering and Built
Environment Faculty
Mr M Matlala
South
African
Agency
for
Science
and
Technology
Advancement: Executive Manager
Ms A Oberholzer
Independent Examination Board: Chief Executive Officer
Ms P Vinjevold
Superintendent General: Western Cape Department of
Education
TECHNOLOGY SUBJECTS WITH THE REQUIRED
SPECIALISATION IN THE ENGINEERING TECHNOLOGY
FIELD
CIVIL
TECHNOLOGY
ELECTRICAL
TECHNOLOGY
MECHANICAL
TECHOLOGY
Construction
Power Systems
(Heavy
Current)
Automotive
Woodworking
Electronics
Fitting and
Machining
Civil Services
(Plumbing)
Digital Systems
Welding
TECHNICAL
MATHEMATICS
(NEW)
TECHNICAL
SCIENCE (NEW)
THE WRITING SESSIONS
The first writing process took place on 28
January 2013 to 1 February 2013 with a briefing
session by the Ministerial Task Team at the
Premier Hotel, followed by the second session
on 4 - 8 March 2013 at Velmore Hotel and the
third session was on 14 - 17 May 2013 at the
Department of Basic Education.
FRAMEWORK FOR THE DEVELOPMENT OF THE CAPS
FOR TECHNICAL SCHOOLS (Cont)
• Policy changes should be recorded and gazetted to ensure
that the correct legal procedures were followed;
• All documents would, as far as possible, look the same and
have the same format;
• The Ministerial Task Team briefed the writing teams on the
Reference Task Team report. Writing teams needed to
understand the document;
• Writers were provided with the recommendations submitted
in written comments during the Reference Task Team
investigation on the strengthening of the Technical Subjects;
and
FRAMEWORK FOR THE DEVELOPMENT OF THE CAPS
FOR TECHNICAL SCHOOLS
• Writers would not be writing the CAPS documents from
scratch but would consolidate the existing documents and
filling in the gaps to ensure a coherent document, except for
the two new subjects, i.e Technical Mathematics and
Technical Science.
MINISTERIAL TASK TEAM’S REPORT
On 6 August 2013, the Ministerial Task Team presented
the report to the Minister and the draft CAPS
documents for Mechanical Technology, Electrical
Technology, Civil Technology, Technical Mathematics
and Technical Science.
AREAS OF STRATEGIC IMPORTANCE ADDRESSED
DURING THE WRITING PROCESS
The report emphasizes the following areas of strategic
importance that should be addressed:
• The CAPS prepared addresses the projected necessary
specification and capital required for resources in order to
implement these subjects;
• The Norms and Standards for funding of Technical Schools would
have to be considered;
• Strategic decisions will have to be made and action in respect of
classification / identification of Technical Schools and the subject
combinations offered; and
• The recruitment of and retraining of teaching staff to teach
these five subjects;
• An audit of Technical Schools will have to be done followed by
the provision of accreditation status.
MINISTER’S RESPONSE
The Minister accepted the report and proposed the
following in preparation for implementation in 2015:
• Upskilling of teachers;
• Audit of infrastructure, resources and teachers in
Technical Schools;
• Norms and Standards for Technical Schools; and
• Advocacy of Technical Schools;
• Tabulate the implications for the system; and
• Accreditation of Technical Schools based on
resources, infrastructure and availability of teachers.
RECOMMENDATIONS
• The Department should interact with few selected
Universities to encourage the introduction of
dedicated teaching that would address the void in
respect of technically and academically qualified
individuals with the necessary competencies.
• An advocacy thrust will have to be set in motion to
regain confidence in the Technical Schools.
• Interaction with SAQA, Umalusi, the Council of
Higher Education and DHET needs to be reinforced.
• Implementation be in 2015 in Grade 10.
THANK YOU

similar documents