The implementation of Technology Education in Secondary Schools in the urban areas of the Free State Province

Abstract

South Africa has had no formal subject known as Technology Education in its schools until the introduction of Curriculum 2005. The introduction of Curriculum 2005 meant that educators at schools were caught unprepared, as they had to teach a subject that most were not conversant with. The purpose of this study was to determine how successful the introduction of Technology Education (in Secondary Schools in the Free State Province urban areas) was, how the subject is being taught and what problems are experienced. Furthermore, the study aimed to investigate the perceptions of educators of Technology Education, their training to present the subject and whether schools are equipped and resourced to present the subject effectively. The approach was mainly qualitative and nonexperimental research was conducted. The population (schools) were selected by means of cluster sampling and the sample (Technology educators) by means of simple random sampling. Data were collected by means of questionnaires and structured interviews. From an international perspective the investigation revealed that the way in which Technology Education has been organised differs from country to country, but that they had similar experiences and problems when they introduced the subject for the first time. The investigation revealed that a low percentage of educators feel that the implementation of Technology Education was successful and that schools were ready for the implementation. Furthermore a need exists for specialised trained teachers, appropriate equipment and physical facilities to present Technology Education. The study further revealed that a high percentage of educators feel that the subject Technology Education does have a place in the Further Education and Training sector.