Creating a culture of effective learning through invitational education: a development program for teachers

English: South Africa has been going through various changes since 1991. Education was no exception. Unfortunately, change also brings about uncertainties, which is exactly what the poor matric results brought to the minds of educators. Since many state-aided schools opened their doors to disadvantaged learners, poor matric results prevailed year after year. In 1997 a task-group was set up to examine the situation and find reasons for the complete collapse of a culture of learning and teaching. All stake-holders are responsible for the collapse of the culture of learning and teaching. Learners, teachers, parents, principal, governing bodies as well as departmental officials should accept joint responsibility for the present situation. In order to restore the culture of learning and teaching the Department of Education should not only try to improve the teacher-learner ratio, but should train teachers to become sensitive to the individual needs of learners, whether it may be social class differences or their individual cognitive abilities. Teachers should be guided towards developing their own potential in order to be optimistic, friendly and open to the needs of learners and the educative process. All of these mentioned factors would then lead to the creation of an inviting, positive learning environment which is conducive to facilitate effective learning. The principles of Invitational Education sets the scene for creating an inviting learning atmosphere through viewing learners as able, responsible and valuable. Teachers' behaviour is aimed at being intentionally inviting. Through this stance, they show their optimism and affirmative attitude towards teaching which in return brings forth more positive attitudes from the learners. Building learners self-confidence by making them feel special and proud, motivate them to reaching their full potential. Conflict is resolved in a constructive manner and policies and programmes are tailored to the learners' needs and to the principles of Invitational education. Through empirical investigation factors are identified which might influence effective learning. Factors relating to the learner, teacher and learning process were identified and analysed. The legal and educational requirements for a training programme was examined. The requirements of the National Qualifications Framework for the registration of units and qualifications were explored as well as Outcomes-based Education as proposed educational model in South Africa. A synthesis is proposed between principles of Outcomes-based Education and Invitational education in order to show that the invitational approach to teaching fits in well with the new educational model. Finally, a programme is structured according to which teachers in South Africa could be trained in the principles of Invitational Education in order to facilitate effective learning.