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FURTHER EDUCATION AND TRAINING PROGRESS UPDATE: NATIONAL CURRICULUM STATEMENT FOR GRADES 10

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FURTHER EDUCATION AND TRAINING PROGRESS UPDATE: NATIONAL CURRICULUM STATEMENT FOR GRADES 10 12 (SCHOOLS) STRUCTURE OF REPORT The report seeks to present: Progress ... – PowerPoint PPT presentation

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Title: FURTHER EDUCATION AND TRAINING PROGRESS UPDATE: NATIONAL CURRICULUM STATEMENT FOR GRADES 10


1
FURTHER EDUCATION AND TRAININGPROGRESS
UPDATENATIONAL CURRICULUM STATEMENT FOR GRADES
10 12 (SCHOOLS)
2
STRUCTURE OF REPORT
  • The report seeks to present
  • Progress on planned processes for NCS development
    and OBE introduction in 2004.
  • Emerging positions w.r.t the Qualification and
    Assessment structure.
  • Imminent implementation challenges and
    implications.
  • Perceived tensions and contradictions.

3
National Curriculum Statement
  • Presentation to HEDCOM 9/09 and CEM 16/09.
  • Release of NCS for public comment - 20/09
  • The structure of the NCS
  • 1.   Introduction and overview.
  • 2.   The policy context.
  • 3.   Principles.
  • 4. Subject statements purpose, scope and
    learning outcomes.
  • 5.   Qualification framework and assessment.
  • 6. Key implementation issues.

4
QUALIFICATION AND ASSESSMENT
  • Recommendations
  • A single exit qualification an FETC at Level 4.
  • Statements of competence credits at Level 2 and
    3.
  • MML to be phased in gradually beginning with 4
    credits in 2004.
  • For articulation with GET subjects should be
    organized into learning fields. (CL/PM
    Sc./B,EM Sc./ HS Sc./Technical/Services).
  • LO to be a 6 credit fundamental in Grds. 10 and
    11.
  • Subjects in Report 550 to be offered as
    electives during the transition.

5
NQF Structure FET Band
Further Education and Training Certificate LEVEL 4 FETC Further Education and Training Certificate LEVEL 4 FETC Further Education and Training Certificate LEVEL 4 FETC
GSC Level 2 GVC Level 3 OC Level 3
GSC Level 2 GVC Level2 OC Level 2
General Academic SCHOOLS General Vocational FET COLLEGES Occupational WORK BASED
6
Rules of combination
  • The aggregate system should be abolished.
  • All level and exit qualifications should be whole
    qualifications.
  • Level descriptors will determine the level at
    which qualifications are pegged.
  • There should be equivalence between subjects in
    the General pathway and unit standards in the
    Vocational pathway at the same level.
  • Marks to be replaced by a criterion-referenced
    approach to assessment.

7
Rules of combination (continued)
  • A 5 point grading scale from not achieved to
    achieved with distinction should be used.
  • Condonation will be considered for descriptor 2
    partially achieved.
  • Such condonation shall apply only once.
  • Candidates will offer 6 subjects and achieve in 5
    to proceed to the next level.
  • The subjects will include 3 fundamentals, 2 core
    subjects drawn from a learning field and 1
    elective from any other field.

8
Rules of combination (contd)
  • An alternative system of differentiation to
    replace HG/SG.
  • A performance threshold beyond the minimum of 120
    credits to be used for differentiation.
  • Differentiation to reflect levels of difficulty
    of assessment tasks in SBA and in final written
    exams.
  • A maximum number of additional credits in each
    subject to be used to cater for differentiation.
  • 29,5 hours of actual teaching time a week with
    5,5 hours for breaks.
  • FETC to offer general admission to Higher
    Education (HE).
  • HEIs may require additional requirements.

9
IMPLEMENTATION ISSUES
  • Draft one of the strategy is being scrutinized.
  • A gradual and incremental phase-in phase-out
    strategy over a period of between 4 6 years.
  • Emerging FET Branch positions

10
Context of the Curriculum Roll-out
  • There is overwhelming support for outcomes-based
    education (OBE) as an alternative curriculum.
  • There is relative stability in the system.
  • Readiness and will characterize the mood on the
    ground.
  • Experiences of the advocacy trail misinformed
    but positive.
  • Decisive and visionary leadership and guidance is
    key.

11
Implementation Challenges
  • Simultaneous implementation in both GET and FET
    in 2004.
  • Resident resource capacity will be overstretched.
  • Fiscal constraints are unlikely to ease off.
  • Senior Secondary School teachers are less
    amenable to change than Primary Schools.
  • Outcomes-based is a resource hungry form of
    curriculum.
  • Up to 10 of teachers in Grade 10 will be
    rendered redundant when the previous curriculum
    is phased out.
  • The introduction of MML, LO and Arts and Culture
    subjects mean a re-tooling of educators.

12
MANAGEMENT STRATEGY
  • Teacher Preparation
  • By July 2003 all Grade 10 teachers will have
    received three teach reflect teach type
    sessions of training.
  • Follow-up training will consolidate subject
    specific teaching and assessment strategies.
  • Subject specific teacher guides will be prepared
    as part of the development of the NCS.
  • A dedicated cadre of curriculum implementers,
    lead teachers and head teachers will conduct
    teacher preparation.

13
MANAGEMENT STRATEGY (cont)
  • Follow-up, on site support will be provided on a
    district and school cluster basis.
  • Training will be designed and conducted jointly
    with HEIs and NGOs carefully selected on the
    basis of their strengths in selected learning
    fields.

14
Learning and Teaching Support Materials
  •    
  • LTSM is broader than textbooks.
  • It includes equipment such as reference material,
    teacher guides and libraries etc.
  • Subjects in FET are in established fields and
    knowledge areas 8090 material is usable.
  • However, the material should be delivered and
    assessed differently.
  • New textbooks are urgently needed for new
    subjects such as MML, LO and Compu-typing.

15
Learning and Teaching Support Materials
  • In the interim some existing textbooks supported
    by subject specific teacher guides supplemented
    by clearly designed exemplars and teaching
    activities should suffice.
  • The Publishing Houses, working in close
    interaction with teachers and curriculum
    specialists should develop textbooks between
    January 2003 and June 2004 to accommodate the 18
    months lead time.
  • New textbooks will thus be introduced in 2005 for
    Grade 10, 2007 for Grade 11 and 2009 for Grade 12.

16
LTSM
  • The second glossy and durable edition should be
    developed over a period of no less than 2 yrs
    with teacher involvement.
  • A book selection list to be compiled centrally by
    the national Department of Education, provinces
    and partners.
  • Textbook writing should be a two phased
    developmental process
  • Phase 1 First edition in simpler, cheaper form
    and material.
  • Phase 2 Second edition in glossy, bound form.

17
CHALLENGES
  • MANAGING INHERENT TENSIONS
  • Sensationalist and deliberate distortions or
    misinformation campaigns versus constructive
    critique and engagement.
  • Entrenched traditions and conventions versus new
    OBE compliant approaches and practices
    assessment vs. exams, coordination, coherence and
    integration vs. sectorial, separatist interest
    driven turf guarding tendencies, LTSM vs.
    textbooks etc.

18
Challenges
  • Integrating education and training within the
    band. Vocational/occupational and general
    education being perceived as not similar but
    related programmes in a continuum for the
    enhancement of the skills base of the country.
  • Responding to the bulge of the out of school and
    unemployed that is courtesy of the apartheid
    education.
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