Die opleiding van motorwerktuigkundiges in die RSA: 'n evaluering in die lig van die vereistes vir uitkomsgebaseerde onderwys

English: This dissertation is an endeavour to establish norms and guidelines for an outcomes based curriculum for motor mechanics by means of the evaluation and consideration of the education and training of learners in this field. Empowerment with regard to this knowledge is regarded as a prerequisite for curriculum design. The focus is on education in which the following are regarded as key aspects: total/holistic education; complete education and training; integrated education; equivalent to other qualifications on the same level; differentiated exit points as requi red. A historical review briefly describes the development and course of apprenticeship training in South Africa. Assessment of the training is possible from the comparison of the different training systems with reference to the course of events. Furthermore, valuable aspects of the old systems can be transferred to the new curriculum. Emanating from this are the basic guidelines to be considered for the design of a curriculum for motor mechanics. In a field survey of social research oral and written responses are the most common methods of conveying information. Therefore the questionnaire plays an important part and care must be taken in the design thereof. The entire process, design, distribution, analysis and evaluation must be carefully planned and executed. The processing of the data determines, to a large extent, the value and usability of the results. Curriculum designers must take the laws, regulations and recommendations into consideration. Structures and accompanying rules are established according to laws and have a direct influence on approach and proceedings. The objectives of the two relevant acts portray largely the society-needs which also became evident from conversations with academic staff of educational institutions. These can also be incorporated in the needs of society in the situation analysis of the curriculum design. According to the Skills Development Act the development of learnerships for the motor industry is primarily the prerogative of the MERSETA. Unit standards are the fundamental structures of outcomes based education. Related unit standards are combined to constitute subjects and a specific combination of subjects form an education programme. The curriculum is the sum total of the intention to educate and the educational programme which serves to develop and cultivate learners into productive and responsible citizens. Curriculum design must be preceded by a thorough study of the essence thereof. This foundation of curriculum design and the basis of outcomes based education are fundamental in the design of a curriculum for motor mechanics. The chosen curriculum cycle is the basic structure for the development of a curricular process. In the regulations and recommendations of the authorities certain criteria for curriculum composition are The needs of the various parties involved in education give an indication of the learning material which should be included in the curriculum. From these needs the outcomes are formulated and the unit standards composed. Assimilated into the proposed curriculum structure the needs and reasonable expectations of the various parties may be satisfied. Evaluation involves two aspects of the curriculum. The achievements of the education and training must be measured and assessed in the first instance and secondly the curriculum must be evaluated. The curriculum evaluation includes the education process - the execution of the "plan". From this dissertation three needs for further investigation have arisen. The first is an outcomes based curriculum for motor mechanics which can meet the reasonable expectations of various parties; the second is the determination of the value of credits, and the third is the development of a career guidance programme. Fundamental to all education is the development and cultivation of the learners which cannot be ignored. Total education is possible in outcomes based education despite the differentiated exit points.