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OBJECTIVES

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.

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OBJECTIVES

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  1. REPORT ON THE WRITING OF THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) FOR TECHNICAL HIGH SCHOOLS SAPA MEETING 27 AUGUST 2013 DR AE NKOSI

  2. 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.

  3. 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.

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. 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.

  9. MEMBERS OF THE MINISTERIAL TASK TEAM (MTT)

  10. TECHNOLOGY SUBJECTS WITH THE REQUIRED SPECIALISATION IN THE ENGINEERING TECHNOLOGY FIELD

  11. 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.

  12. 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

  13. 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.

  14. 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.

  15. 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.

  16. 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.

  17. 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.

  18. THANK YOU

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