Goldsmiths - University of London

Context

In this project we evaluated a curriculum initiative aimed at developing technology education in South Africa. The initiative was a joint venture between DFID, the North West Province Education Department and PROTEC, a South Africa based NGO. It involved a three-year project with senior high school learners, set in the broader context of the introduction of 'Curriculum 2005', with its agenda for education for all learner centered teaching. TERU was commissioned to explore the impact of the initiative by comparing 10 schools involved in the initiative with an equivalent set who were not.

Focus

The evaluation focused on the impact of the technology curriculum and related implementation issues. The TERU team investigated the technological capability of the learners through a group work performance assessment activity. The project included 6 fieldworkers from within South Africa to help build 'capacity' in relation to performance assessment. We explored learners' attitudes through questionnaires and group interviews. Using semi-structured interviews we undertook an analysis of the issues identified by teachers and principals in terms of teacher preparation, resources, teaching and learning and the wider impact on the school.

Outcomes

The initiative proved successful in developing technological capability and positive attitudes to technology and learning, particularly empowering girls and developing positive attitudes between girls and boys. A significant factor was the pedagogy that was introduced – based on team work and problem solving. There were indications that this pedagogy was also having an impact on teaching and learning approaches in other subjects. The teachers involved found the experience liberating, although there were issues over resources.