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n Kurrikulum vir die diploma in Meganiese Ingenieurswese aan technikons
Proefskrif (D. Ed.) -- Universiteit van Stellenbosch, 1992.
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| Other Authors: | |
| Format: | Thesis |
| Language: | Afrikaans |
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Stellenbosch : Stellenbosch University
2012
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| _version_ | 1867614017543995392 |
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| access_status_str | Open Access |
| author | Engelbrecht, Louis Vincent |
| author2 | Kapp, C. A. |
| author_browse | Engelbrecht, Louis Vincent Kapp, C. A. |
| author_facet | Kapp, C. A. Engelbrecht, Louis Vincent |
| author_sort | Engelbrecht, Louis Vincent |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Proefskrif (D. Ed.) -- Universiteit van Stellenbosch, 1992. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/69705 |
| institution | Stellenbosch University (South Africa) |
| language | Afrikaans |
| last_indexed | 2026-06-10T12:45:21.489Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2012 |
| publishDateRange | 2012 |
| publishDateSort | 2012 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/69705 n Kurrikulum vir die diploma in Meganiese Ingenieurswese aan technikons Engelbrecht, Louis Vincent Kapp, C. A. Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Mechanical engineering -- Study and teaching (Higher) Technical education -- Curricula Dissertations -- Education Proefskrif (D. Ed.) -- Universiteit van Stellenbosch, 1992. Technikons, with their emphasis on career-orientated education, endeavour to meet the interfaces of the future labour force and needs through co-operative involvement of the student, the industry and the technikons. The career-orientated character of this co-operative educational model, in a fast changing technological era, necessitates close liaison with industry. The involvement of industry in helping to define the endproduct in terms of a career proficiency profile, is not only useful but essential. With a clearly defined career proficiency profile as endproduct, a curriculum can be designed to meet this aim. The aim of this specific curriculum is to bring about an identified change in behaviour, attitude and competencies. To design a curriculum that will enable you to achieve these specific aims, requires a detailed knowledge of the behavioural patterns, attitudes and competencies as expressed in a career proficiency profile. Competencies were translated by the employers into a series of tasks. These tasks must be performed within a specific working environment in industry. This working environment is defined by a series of themes or subject areas. These themes may be divided into primary themes (compulsory subjects) and secondary themes (choice subjects). The content of each primary theme was developed individually. The tasks required to be performed within these themes, define the teaching/ learning content. The frequency and importance of the task having to be performed, define the scope of the teaching/learning content. The level at which the task had to be performed, indicate the level of the teaching/ learning content. Once the total learning content for a primary theme had been established, this material was arranged to meet the three basic structure requirements, ie. a pyramid structure, a vertical hierarchical structure and a specific industrial structure. The teaching/learning content of all the tasks was summarized in form of a lecturer's guide; the items in the lecturers guide were summarized to form a syllabus. This syllabus merely showed the total of the teaching/learning content but did not reflect where this teaching/learning activity had to take place. A decision on the most effective venue at which to conduct the teaching/learning experience, that is at the technikon or in industry, was made. During this phase the total of the learning content was thus divided into that part that would have to be dealt with in the classroom and that part that would be dealt with in the laboratory - or during the in-service training - or during the period of experience in the world-of-work. This was the first indication of a specific course structure. A final course structure was designed. A decision was taken on the level of development at which the successful completion of the programme, would produce the first exit levels of well rounded-off technicians. A programme was compiled for the required academic component, supported by the relevant number of in-service training subjects (and projects per subject). This academic component had to include basic sciences, technology content, design content, management and communication content in terms of the percentage weights laid down in the draft guidelines of the Department of National Education. The extent to which this course structure and content complied with the course objectives, had to be determined. The technikon, as a statutory body, has the educational mandate to control, at the first level, wether both the academic and in-service training components comply with the required standard. The criterium for assessment may be selected on the basis of usefulness, intellectual standards, aesthetic or ethical norms, product quality or process proficiency, depending on the specific aims. Learning success in the form of acquired knowledge, skills and dispositions is ultimately the decisive norm for this successful educational system. Successful education for technikons imply vocationally directed teaching and evaluation methods which are compatible with the course objectives and content. These course objectives and content are reflected in a scientifically developed career proficiency profile which gives expression to both the mission of technikons as well as meet the needs of industry and the work force. Doctoral 2012-08-27T12:27:13Z 2012-08-27T12:27:13Z 1992 Thesis http://hdl.handle.net/10019.1/69705 af Stellenbosch University 414 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Mechanical engineering -- Study and teaching (Higher) Technical education -- Curricula Dissertations -- Education Engelbrecht, Louis Vincent n Kurrikulum vir die diploma in Meganiese Ingenieurswese aan technikons |
| title | n Kurrikulum vir die diploma in Meganiese Ingenieurswese aan technikons |
| title_full | n Kurrikulum vir die diploma in Meganiese Ingenieurswese aan technikons |
| title_fullStr | n Kurrikulum vir die diploma in Meganiese Ingenieurswese aan technikons |
| title_full_unstemmed | n Kurrikulum vir die diploma in Meganiese Ingenieurswese aan technikons |
| title_short | n Kurrikulum vir die diploma in Meganiese Ingenieurswese aan technikons |
| title_sort | n kurrikulum vir die diploma in meganiese ingenieurswese aan technikons |
| topic | Mechanical engineering -- Study and teaching (Higher) Technical education -- Curricula Dissertations -- Education |
| url | http://hdl.handle.net/10019.1/69705 |
| work_keys_str_mv | AT engelbrechtlouisvincent nkurrikulumvirdiediplomainmeganieseingenieursweseaantechnikons |