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

Abstract

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.

Afrikaans: Suid-Afrika het verskeie verandering ondergaan sedert 1991. Onderwys was geen uitsondering nie, Verandering bring ongelukkig onsekerheid mee, wat presies is wat die onderwys-owerhede ervaar het by aanskoue van die swak matriek-uitslae. Sedert verskeie staat-gesubsidieerde skole hul deure oopgemaak het vir alle bevolkingsgroepe is elke jaar se matriek-uitslae meer kommerwekkend as die vorige. In 1997 is entaakgroep aangewys om die saak indringend te ondersoek. Wat is die oorsaak vir die ineenstorting van enkultuur van leer en onderrig? Alle betrokkenes blyk skuldig te wees! Leerders, onderwysers, hoofde, ouers, beheerrade and owerhede moet gesamentlik verantwoordelikheid aanvaar vir die . gebrek aan enkultuur van leer en onderrig. In enpoging om die situasie te verbeter, moet die owerhede nie net kyk na en beter onderwyser-leerder verhouding nie, maar ook onderwysers oplei wat meer sensitief is vir die behoeftes van die leerders. Hierdie behoeftes wissel van (sosiale) klasseverskille tot individuele kognitiewe vermoëns. Onderwysers behoort opgelei te word om hulle eie potensiaal te ontwikkel. Op hierdie wyse kan hulle meer vriendelik en toeganklik wees vir leerders se behoeftes. AI hierdie faktore sal lei tot die daarstelling van enmeer positiewe leeromgewing wat beter leer sal fasiliteer. Die beginsels van Uitnodigende onderwys dek die tafel vir die daarstelling van en uitnodigende leeromgewing waar leerders as waardevol, verantwoordelik en bekwaam beskou word. Onderwysers se gedrag moet daarop gemik wees om uitnodigend van aard te wees. Hierdeur sal hulle vir die leerders wys dat hulle optimisties en doelgerig is ten opsigte van hul roeping as onderwysers. Deur uitnodigende gedrag, sal leerders se selfvertroue toeneem. Deur leerders trots op hulle self en spesiaal te laat voel, word leerders gemotiveer om hul potensiaal te bereik. Konflik word op konstruktiewe wyse hanteer. Selfs programme en beleidsdokumente word met inagneming van die leerders se behoeftes, sowel as die beginsels van Uitnodigende onderwys, ontwerp. Deur middel van empiriese ondersoek is faktore wat effektiewe leer beïnvloed, nagevors. Hierdie faktore hou verband met die leerder, die onderwyser asook die leerproses. Die wetlike asook opvoedkundige vereistes vir 'n opleidingsprogram is ondersoek. Die vereistes wat die Nasionale Kwalifikasie Raamwerk vir die registrasie van 'n kwalifikasie daarstel is bespreek, asook die nuwe voorgestelde onderwysmodel, naamlik Uitkoms-gebasseerde Leer. 'n Sintese is gemaak tussen die beginsels wat beide Uitnodigende onderwys en Uitkoms-gebasserde leer daarstel. Die sintese dui daarop dat Uitnodigende onderwys 'n ideale benadering tot onderwys is wat goed inskakel by die nuut voorgestelde onderwysmodel. Laastens is 'n program opgestel wat gebruik kan word in die opleiding van onderwysers in die Uitnodigende benadering, wat uiteindelik effektiewe leer kan fasiliteer.