The Engineering Graphics and Design NCS document is divided into four chapters (DoE, 2003d), exactly the same as the NCS documents described above. The first eighteen pages are the same, the only difference being the name of the subject for each document. This document consists of eighty-eight pages, the first ten pages being taken up by the cover page, table of contents and the list of acronyms, with Chapter One taking up eight pages. Chapter Two consists of four pages where the definition, purpose and scope are briefly outlined. EGD is defined as a subject that
Integrates cognitive and manipulation skills that are used to design and communicate graphically. The subject combines lines and symbols to render services and design processes and systems that contribute to economic growth and enhanced quality of life. (DoE, 2003d:9)
The first sentence of the definition is appropriate, as at that time (2003) the subject was viewed as a way of integrating knowledge and skills. However, the second sentence is ambiguous and seems to be a political statement. One can infer from this EGD definition that it was largely informed by the South African constitution and OBE principles. This claim is supported by the stated purpose of the subject, which it is meant to “give learners the opportunity to appreciate the interaction between people’s values, attitudes, society, environment, human rights and technology” (DoE,
65 2003d:9). Although the NCS was introduced as a hybrid curriculum, combining the competence curriculum model and the performance model, the competence model dominates in this document.
It is intriguing to note that this definition (second sentence) changed completely within six years, after which the CAPS was introduced. In the CAPS document EGD is introduced as a subject that
Teaches internationally acknowledged principles that have both academic and technical applications. The emphasis in EGD is on teaching specific basic knowledge and various drawing techniques and skills so that the EGD learners will be able to interpret and produce drawings within the context of Mechanical Technology, Civil Technology and Electrical Technology. (DBE, 2011c:8)
While the NCS is a competence curriculum, the CAPS is clearly a performance curriculum. Inferences can be made straight from the subject’s introduction that it is content driven, because learners are taught specific knowledge, techniques and skills to enable them to interpret and produce drawings in different contexts.
Chapter Three consists of twenty-six pages, outlining the four EGD LOs and ASs that are the same for all three FET grades. Differences are depicted in the assessment criteria, showing progression from one grade to the next. All framing statements are coded as weak, because the focus is on what the learner should be able to do; the teacher’s role is implicit. Chapter Four takes up the remaining forty pages, describing assessment in detail and then, towards the end of the chapter, subject competence descriptions are given per LO and grade. This chapter is concluded by a glossary list.
The CAPS Document for EGD consists of fifty-eight pages, including the cover page. All CAPS documents are structured the same way, that is, they consist of four sections and they all contain the same information from the first page after the cover page until the end of section one. Section two begins by introducing EGD as a subject that teaches internationally acknowledged principles that can be applied both academically and technically (DBE, 2011c:8). Fourteen non-negotiable main topics for EGD are listed, followed by six specific aims of EGD. These aims are to teach leaners graphic drawing as a basic means of communication in the technological world; to teach
66 basic content and concepts within the context of mechanical, civil and electrical technology; to introduce learners to various instruments and free hand drawing techniques and skills; to teach learners how to solve technological problems through graphical drawings; and to teach learners how to use the design process and computer aided drawing as a drawing method.
The minimum classroom requirements for offering EGD as a subject are listed, specifying all resources and equipment along with their sizes that the teacher and learners must have. Finally, in this section, career opportunities for which EGD provides fundamental knowledge and drawing skills are listed. What stands out from this section is the fact that schools offering EGD must have enough space, electricity, suitable storage space and computers to implement computer aided drawing (CAD) (DBE, 2011c:18-10). Section three contains the overview of topics per term and the annual teaching plan. Here, the subject content is divided into examinable content per grade and a practical assessment task (PAT). Each topic per grade is given a minimum and a maximum time frame to finalize everything, including all course drawings and assessment tasks. The annual teaching plan is divided into four terms and it states explicitly the content to be taught under each topic and specifies the assessment tasks per term with the weighting for each task. The practical assessment task (PAT) is allocated time towards the end of each term. Framing is very strong in terms of selection, sequencing and pacing, however, teachers are allowed to alter sequence and pace, but those alterations must be approved by an EGD subject advisor to ensure that all topics and their prescribed content are present in the altered teaching plan (DBE, 2011c:14).
Section four consists of twenty pages of detailed assessment plans for EGD. The first assessment is introduced “as [a] continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment” (DBE, 2011c:32). A distinction between formal and informal assessment in EGD is made. Informal assessment (assessment for learning) is described as daily assessment that is done through observations, class interaction or practical demonstrations to monitor learners’ progress in learning. Formal assessment (assessment of learning) is defined as a systematic way of evaluating learners’ progress in a grade for certification purposes. It is implemented through projects, tests, examinations, practical tasks, oral presentations or demonstrations that are marked and formally recorded for progression purposes.
67 All formally assessed tasks are moderated for quality assurance and to maintain standards. The number and type of compulsory formal assessment tasks per term and grade are clearly stated together with their weighting. For example, in grade 10: two tests, twelve coarse drawings, mid- year examination, one PAT (which is the only project to be given) and final examination. These are minimum formal assessment requirements. The two tests, twelve coarse drawings and mid- year examination contribute 25% of the final mark. The PAT that is done over three terms is 25% and the final examination counts 50%. The cognitive level weighting for these formal tasks is given as 30% lower order, 40% middle order and 30% higher order questions (DBE, 2011c). Towards the end of this section, marking rubrics for all formal assessment tasks per grade are attached as appendices. All framing statements in the EGD-CAPS document are strongly framed.
3.8. CONCLUSION
Although a number of studies have been conducted critiquing curriculum reforms in South Africa since it became a democratic country, curriculum reforms are still taking place. Implementation of these curriculum reforms continues to be the main challenge. The reasons for these challenges seem to revolve around the lack of integrated planning where all possible perceived challenges are addressed simultaneously. There are challenges such as the development and provision of all required resources, correct advocacy of the new curriculum reform and continued professional development for teachers. The CAPS were introduced as repackaged RNCS and NCS into one document, yet they are totally different from these two curriculum statements. The official announcement of the CAPS was that the RNCS and the NCS were combined into a single document per subject. This is not the case, as each subject has two documents, namely, the CAPS for grades R to 9 and the CAPS for grades 10 to 12.
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CHAPTER FOUR
RESEARCH DESIGN AND METHODOLOGY
4.1. INTRODUCTION
This research design and methodology section contains the full description of the research methods and techniques that were used to collect and analyse data. This study follows a qualitative approach (Thomson, 2011), although questionnaires that are mainly used as a quantitative approach form part of data collection instruments. The function of these questionnaires does not qualify this study to be classified as one using mixed methods. These questionnaires collected data only from a few learners for triangulation purposes. According to Creswell (2009) and Creswell et al. (2007), a study can claim to follow a mixed methods approach when a researcher has made informed decisions regarding “timing, weight and approach to mixing” (Fritschi, 2008:49-51) the data collection and analysis. Timing refers to the use of quantitative data as informing the collection of qualitative data. This means that quantitative data collection must be done prior to qualitative data collection in order to shape the instrument to be used for observations and interviews. Weight refers to the priority placed on either qualitative or quantitative data. Lastly, the approach to mixing refers to how qualitative and quantitative data will be integrated. In this study, this is not the case; therefore, it does not follow a mixed methods approach.