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dc.contributor.advisorCalitz, L.P.
dc.contributor.authorBenadé, Petrus Casparus Stephanus
dc.date.accessioned2013-10-24T09:22:49Z
dc.date.available2013-10-24T09:22:49Z
dc.date.issued1982
dc.identifier.urihttp://hdl.handle.net/10394/9352
dc.descriptionProefskrif (DEd)--PU vir CHO, 1983
dc.description.abstractDuring the early twenties of this century the necessity for the standardization of management activities and related affairs such as the desirability, reliability and validity of merit-assessments in businesses and industries in the U.S.A. reached a peak. The educational system participated in this movement end began extensive research on the evaluation of teachers. Especially the interest of the teachers' training institutes was aroused. These institutions pursued the viewpoint that more clarity should be obtained regarding the identification and evaluation of desirable education performance, and that this should furthermore be utilised as guidelines for the creation of educational objectives. The result was a substantial shift in emphasis in the professional training of teachers from quantity to quality. The determination to raise the quality of education probably contributed largely to the sharp focus on a clearly specified goal determination and on a specific target formulation. From this a competency-based educational training originated. The approach of competency-based educational training requires that the training task should be based on pre-identified abilities which have to be acquired with a view to effective education. The purpose of this research is to make a penetrating analysis of competency-based education in the field of the Industrial Arts and the Technical teachers. The phenomenal development and advance in the technological sphere once again subjected the training of the Industrial Arts arid Technical teachers to closer scrutiny. It has become imperative for the training of teachers in the technical 201 domains to keep pace with progress in the technological world. By means of a proper task analysis of the competency-based training of Industrial Arts teachers, certain deficiencies and problem areas can be identified and solved. Subservient to the cause of competency-based teacher education responsible research has led the way through an intensive study of available literature, covering every aspect •. After the literature study as empirical investigation was undertaken, involving 162 respondents (Industrial Arts teachers). During analysis of the collected data, many important deficiencies and problems regarding education as well as the practice of Industrial Arts teachers were identified. One of the most important conclusions was that only a few Industrial Arts teachers took their degree, the most important reason for this results from the lack of a degree course. It is also noteworthy to take cognisance of the fact that most of the respondents regarded the opportunity for promotion in this field as totally inadequate. Other important conclusions are the lack of funds, insufficient facilities, limited opportunities for advanced studies in the specific fields, the ineffective teaching of educational principles, so necessary for the successful presentation of the subject. Based on these conclusions a competency-based training model for Industrial Arts end Technical teachers was designed in the hope that its implementation may lead to the solving of problems and the elimination of deficiencies. Lastly a few recommendations were made with regard to the teaching of the Industrial Arts end Technical subjects, at secondary school level as well as the training of teachers and further research which could be undertaken in future.en_US
dc.language.isootheren_US
dc.publisherPotchefstroom University for Christian Higher Education
dc.subjectBedryfsonderrig - Suid-Afrikaen_US
dc.subjectBusiness education - South Africaen_US
dc.titleDie bevoegdheidsgerigte opleiding van bedryfskennisonderwysersafr
dc.typeThesisen_US
dc.description.thesistypeDoctoralen_US


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