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.