THE ROLE OF INSERVICE TRAINING IN THE IMPLEMENTATION

THE ROLE OF IN-SERVICE TRAINING IN THE IMPLEMENTATION OF A NEW CURRICULUM Dr. Elsa Fourie North West University SOUTH AFRICA 10/30/2021 1 Copyright 1996 -2001 © Dale Carnegie & Associates, Inc.

SOUTH AFRICA 1994 FIRST DEMOCRATIC ELECTIONS 1997 OUTCOMES-BASED EDUCATION (OBE) 10/30/2021 2

OUTCOMES-BASED CURRICULUM 2005 Implemented Revised 1998 2000 REVISED NATIONAL CURRICULUM STATEMENT 2002

INTERNATIONAL Gradual implementation of OBE SOUTH AFRICA Transformational OBE Extreme form of curriculum change Outcomes Competencies Real life contexts

DESIGN Different stakeholders NATIONAL DEPARTMENT OF EDUCATION CURRICULUM POLICY DOCUMENT Outcomes Assessment Standards No content

TEACHERS Learning Programm e Work Schedule Lessons Activities NO TRAINING

RETRAINING OF TEACHERS Cascade model District officials HIGHER EDUCATION INSTITUTIONS 2001

OUTSOURCING + STAKEHOLDER RESPONSIBILITY DEPARTMENT OF EDUCATION Curriculum Policy UNIVERSITY Develops training material Select + train facilitators Training content specifications Organises training

IN-SERVICE TEACHER TRAINING 2004 North West University • 2400 Intermediate Phase teachers • 40 Hours • June - July school holidays

TRAINING COMPONENTS GENERIC 14 Hours OBE National Curriculum Statement LEARNING AREA 26 Hours Structure + concepts of the Learning Areas

OBE THEORETICAL KNOWLEDGE Philosophy Methodology Teaching + learning strategies Continuous assessment Design activities Attain outcomes

NATIONAL CURRICULUM STATEMENT THEORETICAL KNOWLEDGE Learning Programmes Curriculum Policy document Curriculum principles Inclusion Work Schedules Lessons

LEARNING AREA COMPONENT Practical application OBE PRINCIPLES CURRICULUM STATEMENT Learning Programmes Work Schedules Lessons

AIM OF RESEARCH • How adequate was the preparation and training of Intermediate Phase teachers for implementing the Revised National Curriculum Statement in 2005?

POPULATION: 2400 Intermediate Phase teachers SAMPLE: 242 Intermediate Phase teachers INSTRUMENT: The Kirkpatrick Model (Strategic Planning Model)

TRAINING EVALUATION Pre/Post Test Learning Satisfaction • Planning • Norms + Standards • Key definitions • Assessment • Organisation • Course materials • Training content • Facilitators

FINDINGS LEARNING

PLANNING

NORMS AND STANDARDS

KEY DEFINITIONS

ASSESSMENT Norm ref. Base line

ORGANISATION Well Org. sessions Confident to implement

FACILITATORS STATEMENT RESPONSE 50%-90% of time 90%-100% of time Facilitator motivated to ask questions 38. 20% 57. 30% Facilitator accessible 25. 00% 72. 10% Facilitator modelled OBE 0. 40% methodolgy 64. 40% Facalitator knowledgeable about topics Facilitator achieved outcomes for sessions 28. 20% 63. 5% 26. 0% 64. 70%

COURSE MATERIALS

GENERAL FINDINGS

GENERAL FINDINGS: SATISFACTION

OVERALL FINDINGS

CONCLUSION & CHALLENGES ADDITIONAL CLASSROOM SUPPORT CONTINUED TARGETED SUPPLEMENTARY TRAINING DISTRICT UNIVERSITY Policy concepts Assessment