Reflective Application of Theories of Social Development in Education

HSD L4 TOPIC 3 MAULITI TVET BETHLEHEM Mrs C Schnetler

Theories of social development IDEAS ABOUT EDUCATIONAL DEVELOPMENT FOR REFLECTIVE APPLICATION IN VARIETY OF CONTEXTS THE TRANSFORMATIVE NATURE OF THE NATIONAL EDUCATION CURRICULUM OBE: OUTCOMES-BASED EDUCATION: FOCUSES ON THE SKILLS AND KNOWLEDGE THAT LEARNERS CAN DEMONSTRATE DURING THE COURSE OF STUDY, AND AGAIN ONCE THEY HAVE FINISHED THE COURSE OF STUDY. WILLIAM SPADY, AN ADVOCATE OF OBE, SAID: WHAT AND WHETHER STUDENTS LEARN SUCCESSFULLY IS MORE IMPORTANT THAN WHEN AND HOW THEY LEARN. CAPS: CURRICULUM ASSESSMENT POLICY STATEMENT: GIVES TEACHERS DETAILED GUIDELINES OF WHAT TO TEACH AND ASSESS ON A GRADE-BY-GRADE AND SUBJECT-BY- SUBJECT BASIS. TRADITIONAL TEACHING METHODS: TEACHER-CENTRED OR CURRICULUM-CENTRED

Theories of social development TRADITIONAL TEACHING METHODS: * TEACHERS TRANSMIT, OR FEED , INFORMATION TO LEARNERS USING TEXTBOOKS, SLIDES, PICTURES, ETC., WHILE LEARNERS PASSIVELY ABSORB THE INFORMATION. * LEARNERS ARE EQUIPPED TO REPEAT, NEARLY WORD-FOR-WORD, THE INFORMATION THEY HAVE RECEIVED, BUT ARE NOT ABLE TO INTERPRET OR UNDERSTAND THE INFORMATION FOR THEMSELVES. * LEARNERS LEARN PASSIVELY. IT IS THE RESPONSIBILITY OF THE TEACHER TO ENSURE LEARNING OF THE CURRICULUM. * LEARNERS ARE ASSESSED (TESTED, EXAMINED, ETC.) ONCE OR TWICE DURING A COURSE, AND THESE ASSESSMENTS MAKE UP A LARGE PERCENTAGE OF THEIR OVERALL GRADE FOR THEIR COURSE OF STUDY. * LEARNERS DO NOT RECEIVE CLEARLY DEFINED OUTCOMES IN THEIR CURRICULUM. THIS MEANS THEY ARE NOT AWARE OF WHAT THEY WILL NEED TO BE ABLE TO DEMONSTRATE IN THEIR ASSESSMENT, AND SO THEY HAVE LESS CHANCE OF SUCCEEDING IN THEIR COURSE OF STUDY.

Theories of social development OBE: * STUDYING PROVIDES LEARNERS WITH SKILLS AND KNOWLEDGE THAT THEY CAN USE IN MANY DIFFERENT CONTEXTS AFTER THEY HAVE COMPLETED THEIR COURSE, ESPECIALLY IN THE WORK PLACE. * LEARNERS TAKE RESPONSIBILITY FOR THEIR OWN LEARNING BY INTERACTING WITH THE CURRICULUM; IN OTHER WORDS, BY READING AND UNDERSTANDING WHAT IS REQUIRED OF THEM DURING THE COURSE. * LEARNERS DO NOT RECEIVE CLEARLY DEFINED OUTCOMES IN THEIR CURRICULUM. THIS MEANS THAT THEY ARE NOT AWARE OF WHAT THEY WILL NEED TO BE ABLE TO DEMONSTRATE IN THEIR ASSESSMENT, AND SO THEY HAVE LESS CHANCE OF SUCCEEDING IN THEIR COURSE OF STUDY. * LEARNERS SHOULD BE ACTIVELY INVOLVED IN THE LEARNING PROCESS. IT IS NOT ONLY THE RESPONSIBILITY OF THE TEACHER TO PROVIDE INFORMATION.

Theories of social development OBE: * STUDYING PROVIDES LEARNERS WITH SKILLS AND KNOWLEDGE THAT THEY CAN USE IN MANY DIFFERENT CONTEXTS AFTER THEY HAVE COMPLETED THEIR COURSE, ESPECIALLY IN THE WORK PLACE. * OBE STARTS WITH THE IDEA THAT ALL LEARNERS CAN LEARN. LEARNERS ARE ENCOURAGED TO TAKE RESPONSIBILITY FOR THEIR OEN LEARNING BY INTERACTING WITH THE CURRICULUM; IN OTHER WORDS, BY READING AND UNDERSTANDING WHAT IS REQUIRED OF THEM DURING THE COURSE. * THE CURRICULUM PROVIDES LEARNERS WITH INFORMATION ON METHODS OF ASSESSMENT, THE AIMS OF A PARTICULAR MODULE OR UNIT, THE COGNITIVE LEVELS THE MODULE OR UNIT FOCUSES ON AND THE LEARNING OUTCOME FOR THE MODULE OR UNIT. THIS MEANS THAT LEARNERS ARE WELL PREPARED FOR THEIR ASSESSMENT, AND CAN TAKE RESPONSIBILITY FOR THEIR OWN LEARNING.

Theories of social development OBE: * AIMS TO FOSTER LIFELONG LEARNING, AND TO EMPOWER STUDENTS TO TAKE RESPONSIBILITY FOR THEIR OWN LEARNING. * OBE S HOLISTIC APPROACH TO EDUCATION AIMS TO ENCOURAGE STUDENTS TO BECOME CRITICAL, ACTIVE CITIZENS. * TEACHERS ARE STIMULATED TO INTERPRET THE SYLLABUS IN AN INNOVATIVE, CREATIVE WAY. * CRITICAL AND DEVELOPMENTAL OUTCOMES ALLOW STUDENTS TO BE MORE INDEPENDENT, CONFIDENT AND RESPONSIBLE. IT ALSO ENCOURAGE CRITICAL AND ACTIVE PARTICIPATION BY STUDENTS IN THE LEARNING PROCESS. * OBE IS AIMED AT STIMULATING THE MINDS OF YOUNG PEOPLE SO THAT THEY ARE ABLE TO PARTICIPATE FULLY IN ECONOMIC AND SOCIAL LIFE. * IT IS INTENDED TO ENSURE THAT ALL LEARNERS

THEORIES OF SOCIAL DEVELOPMENT NEEDS- BASED OUTCOMES- BASED HOLISTIC OBE LEARNING IS MORE IMPORTANT THAN TEACHING OUTCOMES FIRST, CONTENT SECOND

THEORIES OF SOCIAL DEVELOPMENT 1. NEEDS-BASED: STUDENTS ARE EQUIPPED FOR THE REAL WORLD, AND TO CARRY ON LEARNING. 2. OUTCOMES-BASED: STUDENTS SHOULD BE ABLE TO DEMONSTRATE WHAT THEY HAVE LEARNED. THEY ARE ALSO AWARE OF THE OUTCOMES OF A COURSE FROM THE BEGINNING, SO THEY KNOW WHAT TO EXPECT AND HOW TO FULFIL ASSESSMENT CRITERIA. 3. OUTCOMES FIRST, CONTENT SECOND: MATERIAL FOR A COURSE IS ONLYSELECTED ONCE THE LEARNING OUTCOMES HAVE BEEN IDENTIFIED. THIS WAY, THE OUTCOMES (AND LEVEL OF OUTCOMES) DETERMINE THE CONTENT, AND NOT THE OTHER WAY AROUND. 4. LEARNING IS MORE IMPORTANT THAN TEACHING: THE APPROACH IS STUDENT-CENTRED, WITH TEACHERS ACTING AS FACILITATORS. SELF-EVALUATION ARE IMPORTANT METHODS OF ASSESSMENT. 5. HOLISTIC: LEARNING AS A WHOLE IS MORE IMPORTANT THAN ACHIEVVING INDIVIDUAL OBJECTIVES ONLY. LEARNING OBJECTIVES ARE LINKED TO GOALS AND AIMS AT HIGHER LEVELS.

THEORIES OF SOCIAL DEVELOPMENT CRITICAL OUTCOMES: 1. IDENTIFY AND SOLVE PROBLEMS IN WHICH RESPONSES DEMONSTRATE THAT RESPONSIBLE DECISIONS USING CRITCICAL AND CREATIVE THINKING HAVE BEEN MADE. 2. WOTK EFFECTIVELY WITH OTHERS AS A MEMBER OF A TEAM, GROUP, ORGANISATION, COMMUNITY. 3. ORGANISE AND MANAGE ONESELF AND ONE S ACTIVITIES RESPONSIBLY AND EFFECTIVELY. 4. COLLECT, ANALYSE, ORGANISE AND CRITICALLY EVALUATE INFORMATION. 5. COMMUNICATE EFFECTIVELY USING VISUAL, MATHEMATICAL AND/OR LANGUAGE SKILLS IN THE MODES OF ORAL AND/OR WRITTEN PERFORMANCE. 6. USE SCIENCE AND TECHNOLOGY EFFECTIVELY AND CRITICALLY, SHOWING RESPONSIBILITY TOWARDS THE ENVIRONMENT AND HEALTH OF OTHERS. 7. DEMONSTRATE AN UNDERSTANDING OF THE OWRLD AS A SET OF SYSTEMS BY RECOGNISING THAT PROBLEM-SOLVING CONTEXTS DO NOT EXIST IN ISOLATION.

THEORIES OF SOCIAL DEVELOPMENT DEVELOPMENTAL OUTCOMES: 1. REFLECTING ON AND EXPLORING A VARIETY OF STRATEGIES TO LEARN MORE EFFECTIVELY. 2. PARTICIPATING AS RESPONSIBLE CITIZENS IN THE LIFE OF LOCAL, NATIONAL AND GLOBAL COMMUNITIES. 3. BEING CULTURALLY AND AESTHETICALLY SENSITIVE ACROSS A RANGE OF SOCIAL CONTEXTS. 4. EXPLORING EDUCATION AND CAREER OPPORTUNITIES. 5. DEVELOPING ENTREPRENEURIAL OPPORTUNITIES.

THEORIES OF SOCIAL DEVELOPMENT THE STRUCTURE OF THE NATIONAL QUALIFICATION FRAMEWORK 1. NQF LEVELS: LEVELS 1 10. 2. QUALIFICATION TYPE 3. BAND NQF IS A FRAMEWORK ON WHICH STANDARDS AND QUALIFICATIONS, AGREED TO BY EDUCATION AND TRAINING STAKEHOLDERS THROUGHOUT THE COUNTRY, ARE REGISTERED. THE IMPORTANCE OF THE NQF: * WITH THE NQF STRUCTURE, LEARNERS CAN SEE FOR THEMSELVES HOW THEY CAN PROGRESS FROM ONE LEVEL TO ANOTHER. THIS WILL ENCOURAGE THEM TO BE REPSONISBLE FOR THEIR OWN LEARNING, AS PROMOTED BY OBE. * EMPLOYERS HAVE A CLEAR IDEA OF THE LEVEL OF QUALIFICATION THEIR EMPLOYEES NEED TO HAVE.STUDENTS WHO HAVE A CAREER IN MIND, ARE ALSO INFORMED OF THE LEVEL THEY NEED TO ACHIEVE. * THE OPPORTUNITY TO MOVE UP THE NQF BAND CAN ALSO BE A MOTIVATING FACTOR FOR STUDENTS: THIS CONTRIBUTES TO THE VALUE OF LIFELONG LEARNING. * LEARNERS CAN COMPLETE THEIR STUDIES AT ANOTHER LEARNING INSTITUTION AFTER LEAVING SCHOOL IN GRADE 9, OR LOOK FOR A JOB OPPORTUNITY. ALL ACHIEVEMENTS OF ALL LEARNERS ARE ACKNOWLEDGED EQUALLY.

THEORIES OF SOCIAL DEVELOPMENT PEOPLE WHO BENEFIT FROM THE NQF * LEARNERS BENEFIT FROM THEIR QUALIFICATIONS BEING NATIONALLY AND INTERNATIONALLY RECOGNISED. * WORKERS BENEFIT FROM A CLEAR QUALIFICATION STRUCTURE AND ARE BETTER ABLE TO SUPPORT LIFELONG LEARNING. * EMPLOYERS BENEFIT FROM A WORKPLACE THAT IS COMPETENT AND APPROPRIATELY TRAINED AND QUALIFIED. * SOCIETY BENEFITS FROM A NATION OF PEOPLE WHO ARE MOTIVATED TO LEARN AND TO ADAPT TO CHANGE.

THEORIES OF SOCIAL DEVELOPMENT FUNDAMENTAL, CORE AND ELECTIVE LEARNING ASPECTS OF THE NQF FUNDAMENTAL: THE LOWEST LEVEL, THE MINIMUM THAT IS NEEDED TO FORM A BASIS FOR SOMETHING ELSE CORE: THE CENTRAL PART OR MOST IMPORTANT PART OF SOMETHING ELECTIVE: SOMETHING YOU CAN CHOOSE FUNDAMENTAL LEARNING: LEARNING THAT FORMS THE GROUNDING OR BASIS NEEDE TO UNDERTAKE EDUCATION, TRAINING OR FURTHER LEARNING REQUIRED IN THE OBTAINING OF A QUALIFICATION. THE SUBJECTS YOU NEED BEFORE WE CAN START A QUALIFICATION FOR ED: MATHEMATICAL LITERACY, ENGLISH FAL, LIFE ORIENTATION. CORE LEARNING: THE COMPULSORY LEARNING THAT IS REQUIRED IN SITUATIONS CONTEXTUALLY RELEVANT TO THE PARTICULAR QUALIFICATIONS. THE COMPULSORY, ESSENTIAL SUBJECTS THAT YOU HAVE TO TAKE TO COMPLETE THE QUALIFICATION FOR ED: HSD, LPS, AST. ELECTIVE LEARNING: THE SUBJECTS WE CAN CHOOSE THAT WILL ENABLE US TO FINISH A QUALIFICATION - FOR ED: ECD.

Theories of social development POSSIBLE QUESTIONS 1. DEFINE, AND DISCUSS OBE. 2. DISCUSS THE DIFFERENCE BETWEEN TRADITIONAL TEACHING METHODS AND OBE. 3. LIST THE SEVEN CCFO S. 4. LIST THE DEVELOPMENTAL OUTCOMES. 5. DEFINE THE NQF. 6. DISCUSS THE IMPORTANCE, AND THE BENEFITS, OF THE NQF. 7. EXPLAIN, WITH EXAMPLES, FUNDAMENTAL, CORE AND ESSENTIAL LEARNING.