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dc.contributor.advisorCombrink, G. P.
dc.contributor.advisorVan Staden, J. G.
dc.contributor.authorBrunette, Henri Christian
dc.date.accessioned2015-10-28T09:36:13Z
dc.date.available2015-10-28T09:36:13Z
dc.date.copyright2006-11-30
dc.date.issued2008-06-13
dc.date.submitted2006-11-30
dc.identifier.urihttp://hdl.handle.net/11660/1463
dc.description.abstractEnglish: The emergence of technological education as an integral component of general education has become a significant international curriculum development of recent years. Its distinctive curriculum features are technological literacy and capability and it highlights the importance of “applied knowledge”, “doing”, “technological understanding” and “problem solving”. Technological education at international level is growing in value and it is utilised to increase employability levels among school-leavers through involving businesses and industries from the private sector in activities such as syllabus design and material support. Against this background, the research study investigated the character, value and relevancy of technological education in Namibia over several decades. The first phase of this study comprises a comprehensive overview of the literature on technological education at national and international levels. A study of technological education in various countries and specifically Germany, a previous colonial ruler of Namibia, identified the following characteristics: • The status and value of technological education is very high and is considered as a vehicle for the attainment of economic prosperity and to decrease unemployment. • The private sector provides financial, material and moral support to technological education, for example the design of syllabi at school level. • Technological education improves the technological knowledge and skills of learners that enable them to get employment or become self-employed more easily. The second phase involved research by means of questionnaires and interviews. The two structured questionnaires were administered to samples of 126 learners and 26 teachers respectively at technical secondary schools. Interviews were held with knowledgeable Namibian educators about the prevalence of current technical education in Namibia. The information gathered from the literature and the results of the questionnaires and interviews provided evidence that the status of technological education in Namibia had declined to such an extent due to neglect, that a new approach to technical education, namely technological education, is required. Some of the major findings are the following: • Before independence Namibians were denied the opportunity to design technical education programmes as South African education programmes were used. • The South African-based technical education did not consider local economic realities and employment demands although it was of a good standard, equalling that of South Africa. • After independence Namibians were given opportunities to design technical education programmes. • Local technical education programmes were developed according to perceived needs and not to scientifically established economic and industrial needs. • There is evidence of poor quality at the various levels of technical education, resulting in learners leaving schools with theoretical knowledge but without practical capabilities and entrepreneurial skills. • Poor planning procedures for technical education resulted in inadequate budgets which caused equipment to deteriorate and insufficient materials. In view of these findings, recommendations are made in order for appropriate technological education to be designed properly and implemented effectively. Firstly, the status and value of technological education among Namibians need to be improved. Secondly, relevant technical education programmes that encompass purposes, content, processes, contexts and structures, which communities will be able to see as part of the school curriculum, need to be designed. Thirdly, the private sector must be involved in technological education. Finally, the ultimate value of this study is the contribution to the design and implementation of an appropriate technical education model which adds to the overall development of Namibia as a peaceful and economically vibrant country.en_ZA
dc.description.abstractAfrikaans: Die ontwikkeling van te gnologiese onderwys as ʼn integrale komponent van algemene onderwys is ʼn belangrike internasionale verwikkeling op die terrein van kurrikulumontwerp gedurende die afgelope jare. Die kenmerkende kurrikulumeienskappe is tegnologiese kundigheid en bevoegdheid, en dit beklemtoon die belangrikheid van “toegepaste kennis”, van “om te doen”, “tegnologiese begrip” en “probleemoplossing”. Tegnologiese onderwys op internasionale vlak groei toenemend in waarde en word benut om die indiensnemingsvlakke van skoolverlaters te verhoog deur besighede en industrieë vanuit die privaat sektor te betrek by aktiwiteite soos sillabusontwerp en materiële ondersteuning. Teen hierdie agtergrond het hierdie navorsingstudie die karakter, waarde en relevansie van tegnologiese onderwys in Namibië bestudeer wat strek oor verskeie dekades. Die eerste fase van hierdie studie bestaan uit ʼn omvangryke oorsig van literatuur betreffende tegnologiese onderwys op nasionale en internasionale vlakke. ʼn Studie van tegnologiese onderwys in verskeie lande en meer bepaald Duitsland, ʼn vorige koloniale heerser van Namibië, het die volgende eienskappe geїdentifiseer: • Die status en waarde van tegnologiese onderwys is baie hoog en dit word gesien as ʼn belangrike medium om ekonomiese welvaart te bereik en werkloosheid te bekamp. • Die privaat sektor verskaf finansiële, materiële en morale ondersteuning aan tegnologiese onderwys, byvoorbeeld by die ontwerp van skool sillabusse. • Tegnologiese onderwys bevorder tegnologiese kennis en praktiese vaardighede van leerlinge wat dit vir hulle makliker maak om ʼn werk te bekom of om dit self te skep. Die tweede fase het navorsing behels deur middel van vraelyste en onderhoude. Die gestruktureerde twee vraelyste is onderskeidelik bedien aan ʼn steekproef van 126 leerders en 26 onderwysers verbonde aan sekondêre tegniese skole. Onderhoude is gevoer met Namibiese onderwyskundiges omtrent die voorkoms van huidige tegnologiese onderwys in Namibië. Die inligting wat versamel is vanuit die literatuur en die resultate van die vraelyste en onderhoude het bewys verskaf dat die status van tegniese onderwys in Namibië tot so ʼn mate afgeneem het as gevolg van verwaarlosing dat ʼn nuwe benadering tot tegniese onderwys, naamlik tegnologiese onderwys, nodig geword het. Die volgende is enkele van die hoofbevindinge wat gemaak is: • Voor onafhanklikheid is Namibiërs die geleentheid ontneem om by die ontwerp van tegniese onderwysprogramme betrokke te raak omdat Suid-Afrikaanse onderwysprogramme gebruik is. • Die Suid-Afrikaans-gebaseerde tegniese onderwys het nie voorsiening gemaak vir plaaslike ekonomiese realiteite en werkseise nie ten spyte daarvan dat dit van ʼn goeie standaard was wat die standaarde van Suid-Afrika gereflekteer het. • Na onafhanklikheid is Namibiërs die geleentheid gebied om tegniese onderwysprogramme te ontwikkel. • Plaaslike tegniese onderwysprogramme is gebaseer op veronderstelde behoeftes en nie op ekonomiese en industriële behoeftes wat wetenskaplik vasgestel is nie. • Daar is bewyse van onvoldoende kwaliteit op die verskillende vlakke van tegniese onderwys, wat veroorsaak dat leerders skole verlaat met teoretiese kennis maar sonder praktiese vermoëns en entrepreneursvaardighede. • Swak beplanningsprosedures vir tegniese onderwys het gelei tot onvoldoende begrotings wat veroorsaak het dat die toestand van toerusting toegelaat is om agteruit te gaan en dat voldoende materiale nie beskikbaar gestel is nie. In die lig van die bevindinge is aanbevelings gemaak om te verseker dat toepaslike tegnologiese onderwys ontwerp en effektief geїmplementeer word. Eerstens, die status en waarde van tegnologiese onderwys moet onder Namibiërs verbeter word. Tweedens, toepaslike onderwysprogramme wat gebaseer is op relevante doelwitte, vakinhoude, prosesse, kontekste en strukture, wat dit moontlik maak vir gemeenskappe om die resultate te sien in hul kinders se prestasies, moet ontwikkel word. Derdens, die privaat sektor moet betrek word by tegnologiese onderwys. Laastens, die uiteindelike waarde van die studie is die bydrae wat gelewer word tot die ontwerp en implementering van ʼn toepaslike tegnologiese onderwysmodel wat ʼn bydrae lewer tot die ontwikkeling van Namibië as ʼn vreedsame en ekonomies vooruitstrewende land.af
dc.description.sponsorshipUniversity of Namibiaen_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectThesis (Ph.D. (Curriculum Studies and Department of Comparative Education and Education Management))--University of the Free State, 2006en_ZA
dc.subjectTechnical educationen_ZA
dc.titleTechnical education in Namibia: past trends, present circumstances and future prospectsen_ZA
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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