Skills, knowledge, attitudes and values: a development strategy for the Western Cape Education Department

Transcription

1 Skills, knowledge, attitudes and values: a development strategy for the Western Cape Education Department Vumile Nyalashe Education Planning, Western Cape Education Department Education, then, beyond all other devices of human origin, is the great equalizer of the conditions of man the balance-wheel of the social machinery. Horace Mann Acknowledgements Mr Vumile Nyalashe authored this paper, in consultation and discussion with Dr Sigamoney Naicker. Dr Adele Gordon, Rural Education Programme, provided editorial support. Skills, knowledge, attitudes and values: a development 47

2 Executive Summary Skills, knowledge, attitudes and values (SKAV) are the indispensable ingredients of a productive life. This paper examines their meaning before describing the policies and programmes of the WC province that serve to ensure a good life for all. The discussion and analysis focuses on the delivery of education in the WC as well as its intended outcomes. As education is the foundation for development, the paper provides an overview of the WCED s broad-ranged and multifaceted approach that ensures that all learners leave school having a solid foundation of SKAV. The SKAV required are given form in the WC s HCDS. This is led by the WCED that is charged with ensuring that its goals are met through focused programmes and specific projects supporting its aims. These cover foundational skills, that is, literacy and numeracy, competence in Science, Maths and Technology, and advanced skills and knowledge through ensuring excellence in the provision of vocational skills through well-equipped FET colleges. The WCED endorses SKAV s position at the core of the education system and that teachers are the primary means through which SKAV are mediated in the classrooms. The vision of the WCED is aligned with the goals of education in SA today, as expressed in the critical outcomes of the NCS. These are based on the South African Constitution and clearly underpin the SKAV required for successful learning and development as they include problem solving, decision making co-operative learning, communication, science and technology knowledge and skills, all essential to learning knowledge and skills. Critical outcomes are supported by five developmental outcomes, which contribute towards the personal development of each learner and towards social and economic development in South Africa and hence cover the attitudes and values essential to enhance the education and career opportunities for all learners. It must be noted that what is taught in school today will determine the kind of citizen that the country will have in future. It is therefore important that as early as in ECD we teach our learners relevant SKAVs and ensure that these are upheld in their homes. With high unemployment, poverty and crime rates, child and women abuse, drug and alcohol abuse, fraud and theft prevalent in some communities in the WC, it imperative that the learners of this country are equipped with relevant and necessary SKAVs so that they are able to withstand any challenge they face. From an early age learners must be imbued with a sense of responsibility so that they grow up knowing so that they are in charge of their lives. All must be encouraged to show respect for others and be motivated to learn. The government must ensure that schools are equipped with all necessary resources, both physical and human, so that they can deliver on this enormous task of ensuring that the system produces learners who are critical thinkers, capable of making informed choices. This can only be successful if all the stakeholders, including government officials, educators, parents, community at large, learners and business people are involved as co-operation, communication and commitment by all parties is crucial to the success of education and community programmes and projects. 48 Skills, knowledge, attitudes and values: a development

3 1 Introduction The birth of the democratic South Africa in 1994 came with many responsibilities, not only for the new government but for all South Africans, requiring a major shift in mindset and actions. The education system had to be transformed so as to ensure that it equally and fairly caters for all learners in the country. Soudien and Baxter (1997:449) argued that within the old order s traditional educational institutions, the hidden and explicit curricula were configured to produce, reproduce, and validate racial separation and hierarchy. Presumptions of European superiority and African inferiority within this canon were commonplace; indeed, they were established as modern truths about human progress and development. This had to be rectified and the new education department, now founded on principles of equity, non-sexism and non-racism, as enshrined in the Constitution, had to ensure that youth are equipped with Skills, Knowledge, Attitudes and Values (SKAVs) that will allow them to take up the challenges of the new SA. However, racism, sexism, crime, poor rates of literacy and numeracy and low skill levels still exist. Soudien and Baxter argue that the difficulties of reconstruction and social renewal, as we are learning in our new democracy, are great and demand levels of commitment that challenge deep-seated and entrenched sensibilities about the nature of the world and its organization 72. Although many laws have been passed that tackle redress, achieving equity, redress stability and peace requires that the new policies take root in all communities. Programmes must give special attention to the youth as they are the parents and leaders of tomorrow. Strategies promoting cooperation and togetherness must be intensified to ensure that the children of this country overcome the evils of apartheid. For us to succeed in this quest, young people must be allowed to develop values and attitudes that differ from those of their parents under apartheid. Schools are usually considered to be the one of the most important place where self-respect and respect for the others can be taught. Besides giving youths the knowledge and skills needed to increase their employment chances, schools have a responsibility to teach them about the wrongs of inhumanity. It is at school where learners can be taught how to behave, how to treat other people and how to ensure that all can look forward to a brighter future. The school curriculum is now designed to respond to these challenges as its outcomes include the SKAV needed for personal development. The goals of education in SA today are expressed in the critical outcomes of the NCS. These, based on the South African Constitution, underpin the SKAV required for success in learning as they include problem solving, decision making co-operative learning, communication, science and technology knowledge and skills. Critical outcomes are supported by five developmental outcomes, which refer to the personal development of each learner and social and economic development in South Africa. Through these, youths learn the attitudes and values essential to enhance their education and career opportunities. This paper explores SKAV development by first looking at the background of South African education, before defining SKAV according to international norms. It then considers the SKAV developmental challenge for WCED and the WCED response to SKAV development challenge followed by conclusion. 2 Background: reviewing progress in education For development and growth of any country it is important that skills, attitudes and values of its entire population are developed and nurtured. An education system should be structured and well positioned to achieve this. Developing the youth is crucial when one considers that: No one is born a good citizen; no nation is born a democracy. Rather, both are processes that continue to evolve over a lifetime. Young people must be included from birth. A society that No one is born a good citizen this is a process that continues to evolve over a lifetime cuts itself off from its youth severs its lifeline; it is condemned to bleed to death 73. Products of South African education should be able to handle their future in a mature and dignified manner. 72 Soudien and Baxter (1997:449) Transformation and outcomes-based education in South Africa: Opportunities and challenges: Journal of Negro Education. Vol 66. No Annan Kofi, Secretary General of the United Nations, address to the World Conference of Ministers Responsible for Youth, Lisbon, 1998) Skills, knowledge, attitudes and values: a development 49

4 This is essential if South Africans are to realize their transformatory goals. For many years the education system was based on apartheid policies, pursued in racially segregated. It has been said that: This education system prepared children in different ways for positions they were expected to occupy in social, economic and political life under apartheid. In each department, the curriculum played a powerful role in reinforcing inequality. 74 The majority of the black parents who were the youth during apartheid years today did not go to school and many dropped out having no qualifications and skills. Because of their low levels of education these parents are unable to fully support and assist their children succeed at school. It is possible that this lack of support is one of the main contributing factors to the lack of seriousness, dedication and commitment displayed by some of learners towards their education. Many learners drop out of school without acquiring any knowledge, skills, values or attitudes that will allow them to cope with life s challenges and contributes to our present high levels of unemployment. It is therefore important for the present education system to equip learners with necessary SKAV that will enable them to prosper under any conditions. The graph below adapted from Umsobomvu (2005:8) illustrates the plight that South Africa faces arising from the imbalances of the past and particularly the apartheid education system that failed to equip the youth with necessary SKAVs Figure 1: Number of unemployed by age, 1995 & Source: Woolard and Altman (2004), calculated from Stats SA: OHS 1995 and LFS Sept Adapted from Umsobomvu Youth Fund document (2005:8) Education is one of the most important ways of meeting the following challenge raised by President Mbeki in his 10 year Review (2003): One of the major consequences of the change in the structure of the South African economy is that two economies persist in one country. The first is an advanced, sophisticated economy, based on skilled labour, which is becoming more globally competitive. The second is a mainly informal, marginalised, unskilled economy, populated by the unemployed and those unemployable in the formal sector. Despite the impressive gains made in the first economy, the benefits of growth have yet to reach the second economy, and with the enormity of the challenges arising from the social transition, the second economy risks falling further behind, if there is no decisive government intervention. However, schools should not only prepare learners for employment, they must also prepare them for responsible citizenship, good conduct, and an ethical code of living. One way of making sure that youths become responsible citizens who care about their communities and their families is through participation in community activities aimed at allowing the community to develop and prosper. It is possible that if youths are involved in community development activities they will be less likely to be involved in criminal and 74 Department of Education (2002:4) 50 Skills, knowledge, attitudes and values: a development

5 violent activities. Levels of gangsterism and drug and alcohol abuse should be reduced. Unfortunately the majority of South African youth are not involved in community building activities as illustrated in the table presented below., Table 3: Rates of participation in organised and unorganised activities 2003 Activity Never A few times a year Once or tice a month Once a week A few times a week Daily or almost daily Played in a community Supported a community sports team by attending their matches/games Participated in a community society of club Worked in a community garden Collected money or goods for a community project, church or a charitable organisation Participated in sports or a sports club outside your community Participated in a dance or music group Attended a cultural event Participated as a member of a civic or community organisation other than those mentioned above Watched the news on TV Read the newspaper Gave money to someone who is poor or hungry Attended a religious service Attended a stokvel meeting gathering Attended a burial society meeting Adapted from Umsobomvu Youth Fund document of 2005 (2005,17) Involvement in community affairs can develop youth s sense of responsibility and commitment towards their communities and as a result, their own personal development. This then is a key strategy for a SKAV programme for youths. When new education policies were introduced after 1994 there was a hope that schools will work closely and contribute on improving communities. Policies including the South African Schools Act (SASA), South African Qualifications Authority (SAQA), Outcomes Based Education (OBE), Integrated Quality Management Systems (IQMS), National Curriculum Statement (NCS) gave a new direction to a transformed education system. The policies outline the goals of the system, describing what kind of learners our education system intends to produce. For example, Skills, knowledge, attitudes and values: a development 51

6 in the White Paper of 1995, it is envisaged that SA will be: A prosperous, truly united, democratic and internationally competitive country with literate, creative and critical citizens leading productive, self- fulfilled lives in a country free of violence, discrimination and prejudice 75. This vision can only be realized if there is a focus on developing the SKAV of the learners to ensure that they are committed to peace and stability and they uphold democratic principles. The NCS outlines the critical outcomes of education in SA. These outcomes are measured by assessment strategies throughout all phases of the education system so support the development of SKAV of relevance to personal and social development. The thrust of the critical outcomes of the NCS indicates the commitment by the government to ensure that our education system produces learners equipped with acceptable skills, knowledge, values and attitudes. The OBE identified skills that are critical for the transformation and growth of South African society and underpin all learning area and learning activities. Seven critical outcomes encompass these skills. They are as follows: 1. Identify and solve problems in which responses display that responsible decisions, using critical and creative thinking, have been made. Apartheid education robbed the majority of South Africans from valuing creative thinking as it was concerned with indoctrinating them to believe that they were different and unequal. This has to be rectified and learners should learn from early age that they must use their creative powers to make informed decisions. 2. Work effectively with others as members of a team, group, organisation and community. South African societies are living in separate worlds where they still do not see each other as equals. It is important that our education system produces learners who can co-exist and work together to build their communities in order share knowledge and ideas 3. Organise and manage oneself and one s activities responsibly and effectively. The education system must aim to produce responsible individuals who are capable of managing themselves at home and work. These responsible adults will in turn raise organised and responsible young people who can manage themselves effectively. 4. Collect, analyse, organise and critically evaluate information. Today s world demands that people must be able to make informed decisions to cope with the complexities of work and their social lives. it is important that the learners are skilled to collect, analyse and evaluate information coping with confusing and misleading information. 5. Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. Communication and literacy skills in more than one language are a prerequisite for a successful life in South Africa s multi-lingual environment and in what has been called the global village where one meets and works with people from different parts of the world. 6. Use science and technology effectively and critically, showing responsibility towards the environment and health of others. The international demand for science and technology knowledge and skills to ensure economic growth makes Science, Maths and Technology education a key priority. 7. Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. During apartheid South Africa was isolated from the rest of the world but now learners must be made aware that what happens in one part of the world can have a direct impact on our activities. 75 The White Paper on Education and Training (1995) 52 Skills, knowledge, attitudes and values: a development

7 3 SKAV: definitions and education programmes The SKAV concept can be easily misunderstood as it is interpreted differently in different situations. This section will explore the definitions of the SKAV looking at the focus of SKAV and then defining component i.e. skills, knowledge, values and attitudes so that we can give meaning to the SKAV programmes that we wish to develop for our youths. Two definitions of SKAV are useful in defining what we in SA mean by SKAV. In a document prepared by UNICEF SKAV is defined as: the process of promoting the knowledge, skills, attitudes and values needed to bring about behaviour change that will enable children, youth and adults to prevent conflict and violence, both overt and structural; to resolve conflict peacefully; and to create the conditions conducive to peace, whether at an interpersonal, intergroup, national or international level A definition given by Saskatchewan Education Department agrees with this but adds that SKAV contributes to the development of a sound moral character, a sense of community, and competence in responding to the personal, social and cultural aspects of life. 77 Formal and informal education programmes that focus on SKAV can improve the lives of people. They can contribute to their wellbeing through a range of programmes that include health, literacy, numeracy and give people the ability to earn a living by promoting economic and social development as well as introducing poverty reduction programmes for the poor. It is essential that education should promote not only healthy lifestyles self-respect but also ensure that we value other people and the environment. To this end all learners Life Orientation is compulsory for all learners. This learning area aims to equip learners with life skills that will allow them to take informed decisions during and after their schooling years (See Appendix A). However, low literacy and numeracy levels remain a challenge for many youths and until these are improved it is likely that we will not achieve the satisfactory results from education and training programmes. Skills In this paper we refer to a skill as the ability to do something well. This ability is usually gained through training or experience. Introducing Further Education and Training (FET) Colleges is an attempt to improve the delivery of vocational education for learners so that they can improve their skill-base in their vocations of choice. Knowledge Knowledge taught at school forms a crucial part of the kind of learners that will emerge from the education system. The outcomes for all learning areas include content knowledge and problem solving and how to integrate information learnt across different learning areas. This will ensure that learners are equipped with relevant knowledge when they complete formal schooling Values The role played by education in shaping learner s values cannot be underestimated. The Report of the Working Group on Values in Education (2005) for the National Department of Education gives the following definition of value: by values we mean desirable qualities of character such as honesty, integrity, tolerance, diligence, responsibility, compassion, altruism, justice, respect, and so on. The report continues to argue that the education system should ensure that our learners possess these values not only for personal development but also for the evolution of a South African national character. 76 UNICEF paper prepared by Susan Fountain: Peace Education in UNICEF (1999:6) 77 Saskatchewan Education Department (1988) Understanding the Common Essential Learnings: A handbook for Teacher. Also available at Skills, knowledge, attitudes and values: a development 53

8 Moreover, as Robbins points out: Values are important because they lay the foundation for the understanding of attitudes and motivation and because they influence our perceptions. Values influence attitudes and behaviour. The source of values can be attributed to factors like national culture, parental dictates, teachers, friends and similar environmental influences. However, a significant portion of the values we hold is established in our early years from parents, teachers and others But values are not constant and today changes in our lifestyle and the work environment, due to many factors such as globalization and the continuing and increasing use of information technology, effect what is valued. The pace of life is faster and it is possible that recent entrants into the work force are less willing to make personal sacrifices for the sake of their employment. These changes indicate that the curriculum we provide in our schools should always be evaluated to check its relevance to current activities and challenges. Attitudes Values and attitudes are related as they are acquired from parents, teachers and peer group members. Attitudes: are evaluative statements either favourable or unfavourable concerning objects, people, or events. They reflect how one feels about something. 79 Swindoll, as quoted in the Clay Elliot Schorlaship Foundation Website 80, maintains that Attitude is more important than facts. It is more important than the past, than education, than money, than circumstances, than failures, than successes, than what other people think or say or do. It is more important than appearance, giftedness or skill. It will make or break a company, a church and a home. The remarkable thing is we have a choice every day regarding the attitude we will embrace for that day. We cannot change our past... we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the string we have, and that is our attitude... am convinced that life is ten percent what happens to me and ninety percent how I react to it. And so it is with you... we are in charge of our attitudes. Clearly, the education system should focus on teaching young adults to take responsibility for their attitudes and these should be positive and constructive because what is being taught at school today will be reflected by the kind of adults the society we will have in future. 4 SKAV: International descriptions With challenges such as HIV/AIDS, substance abuse, peer pressures and the media influences, it is crucial that today s learners are equipped with relevant knowledge from an early age. The United Nations Children s Education Fund (UNICEF), United Nations Scientific. (UNESCO) and the World Health Organisation (WHO) maintain that the following skills are essential for the holistic development of the learner and thus should be are taught at school. The UNICEF Report (Which Skills are Life Skills) 81 suggests the following; Interpersonal communication skills Verbal/Nonverbal communication Active listening Expressing feelings; giving feedback (without blaming) and receiving feedback 78 Robbins S (1998:283) Organisational Behaviour: Concepts and Controverses Applications: San Diego State University. 8th Edition 79 Robbins (1998:285*) 80 available at 81 UNICEF Report. (1999) Basic education and gender equality. Which skills are life skills. Available at 54 Skills, knowledge, attitudes and values: a development

9 Negotiation/refusal skills Negotiation and conflict management Assertiveness skills Refusal skills Empathy Ability to listen and understand another s needs and circumstances and express that understanding Cooperation and Teamwork Expressing respect for others contributions and different styles Assessing one s own abilities and contributing to the group Advocacy Skills Influencing skills & persuasion Networking and motivation skills Decision-Making and Critical Thinking Skills Decision making / problem solving skills Information gathering skills Evaluating future consequences of present actions for self and others Determining alternative solutions to problems Analysis skills regarding the influence of values and attitudes of self and others on motivation Critical thinking skills Analyzing peer and media influences Analyzing attitudes, values, social norms and beliefs and factors affecting these Identifying relevant information and information sources Coping and Self-Management Skills Skills for increasing internal locus of control Self esteem/confidence building skills Self awareness skills including awareness of rights, influences, values, attitudes, rights, strengths and weaknesses Goal setting skills Self evaluation / Self assessment / Self-monitoring skills Skills for managing feelings Anger management Dealing with grief and anxiety Coping skills for dealing with loss, abuse, trauma Skills, knowledge, attitudes and values: a development 55

10 Skills for managing stress Time management Positive thinking Relaxation techniques Even though some of these are included in the Life Orientation learning skills their importance cannot be underestimated and it would be worthwhile for all schools to ensure that they speak to students regularly so that they are able to manage stress and anger. 5 SKAV development challenges for WCED The vision of the HCDS launched in 2006 is that through education the youth of the province will be equipped to meet the challenges of the future. It is argued that the HCDS can succeed if amongst other things the province can offer a well-developed education system that is seen as the primary source of future growth and development; that prepares the youth for participation in a democratic society; that facilitates the creation and development of high levels of social consciousness (values, morals and attitudes), knowledge and skills. 82 With many challenges facing the youth in the Western Cape it is important that a strategy that focussing on SKAV development of young people is in place. The starting point for developing such a strategy is to identify the challenges facing the youth. Some of the challenges facing the learners of the Western Cape are presented below. Challenges facing learners As drugs, alcohol abuse, and crime are today part of many youth lives regarded education has enormous role to play backing including values and attitudes that represents humanity in the syllabus. Education alone does not ensure a moral life as it is common today to hear of an educated person engaging in brutal or while collar crimes. The questions that one may ask are: What is it that they learnt from this system? What values and attitudes were emphasised during the years that they have been at school? Has the schooling failed to provide them with values and attitudes to distinguish between right and wrong? Is society not playing its role? In the province of the Western Cape, learners in both rich and poor communities are faced with the challenge of being enticed into using drugs. The drug lords are more successful in poor areas and they use other learners to recruit more others into drug use. Gangsterism is on the increase. SKAV development is necessary for all and it may be argued that vulnerable learners from poor backgrounds are most in need of SKAV as they have the heaviest responsibilities in their homes as well as living in districts where crime is prevalent. Interventions needed As a province within South Africa, Western Cape policies should be formulated around the framework of National policies. The same thing applies to WCED; its policies should be around the framework of National Education Department. The OBE critical outcomes applies to all provincial education departments of this country. The effective teaching of the OBE s critical outcomes in the WC can ensure that the learners are able to resist pressure of being recruited to gangsterism and drugs. They will be able to distinguish between right and wrong. The National Curriculum Statement has tried to ensure that all Learning Area Statements reflect the principles and practices of social justice, respect for the environment and human rights as defined in the Constitution. In particular, the curriculum attempts to be sensitive to issues of poverty, inequality, race, gender, age, disability and such challenges as HIV/ AIDS. The National Curriculum 82 WCED: 2006:7 56 Skills, knowledge, attitudes and values: a development

11 Statement seeks to embody these values in the knowledge and skills it develops. It encourages amongst all learners an awareness and understanding of the rich diversity of cultures, beliefs and world views within which the unity of South Africa is manifested. 83 The challenge for the WCED is to monitor learner s behaviours to assess whether these core values are understood and followed. 6 WCED response to SKAV development challenges The WCED has identified key priorities for the period 2006 to 2009, listed below are some of the priorities that are relevant to the concept of SKAV development 84. These include: Numeracy and Literacy (the WCED will ensure that the language in education transformation plan is incorporated into the strengthened numeracy and literacy strategy) Further extension of Grade R including allocating the increased subsidy formula to more sites in poor and rural communities and the development of an integrated approach to ECD with our sister departments of social development, health and local government. Implementations of the new NCS especially in regard to the FET band starting in Grade 10 in 2006 as well as the remaining years of the general education and training (GET) band. The re-capitalization of all 6 FET colleges with a focus on skills development aligned to the MEDS and national needs as outlined by the national human resource development strategy. School safety. Development of Human Capital within the WCED with a special focus on teacher support and development by ensuring that they make maximum impact and are held accountable in terms of the Integrated Quality Management System (IQMS). Mathematics, Physical Science and Technology. Building of social capital in education by launching the provincial association of representative council of learners (RCL s), the retired teachers association and convening a provincial conference for all SGB. We will step up our training and support of SGB s and RCL s. The initiatives and programmes are relevant and can contribute towards SKAV development. Interpreted and implemented correctly they will benefit not only the learners of the province but the entire communities of the Western Cape. However there are gaps between policies and their implementation and a great deal of attention must be given to ensuring that policies are communicated to all parties involved in their implementation so that they are put into practice and have the desired outcomes. 7 Conclusion With high levels of unemployment, poverty and crime, child and women abuse, drug and alcohol abuse, fraud and theft, it is imperative that the learners of this country are equipped with relevant and necessary SKAVs so that they are able to withstand any challenges they may face. The government must ensure that schools are equipped with all necessary resources, both physical and human, so that they can deliver on this enormous task of ensuring that the system produces learners who are critical thinkers, capable of making informed choices. This can only be successful if all the stakeholders such as government officials, educators, parents, community at large, learners and business people work together as co-operation, communication and commitment by all parties is crucial to the success of programmes and projects. It must be noted that what is taught in school today will determine the kind of citizen that we will have in future. It is therefore important that as early as in ECD we teach our learners relevant SKAVs and ensure that these are upheld in their homes. 83 Revised National Curriculum Database: Department of Education 84 Adapted from the (WCED 2006:3) WCED 2006/07 to 2008/09: Annual Performance Plan What is taught in school today will determine the kind of citizen that we will have in the future Skills, knowledge, attitudes and values: a development 57

12 References Annan K (1998) Secretary - General of the United Nations, address to the World Conference of Ministers Responsible for Youth, Lisbon) Department of Education (2002) Revised National Curriculum Statement :Pretoria Fountain, S. (1999:06) Peace Education in UNICEF. UNICEF Education Section: New York. Mbeki T (2003) The Government s Synthesis Report Towards a Ten Year Review. Robbins S (1998) Organisational Behaviour: Concepts and Controverses Applications: San Diego State University. 8th Edition Saskatchewan Education (1988) Understanding the Common Essential Learnings: A handbook for Teacher. Soudien C and Baxter J (1997) Transformation and outcomes-based education in South Africa: Opportunities and challenges: Journal of Negro Education. Vol 66. No 4. Swandoll C. Attitudes: available at Umsobomvu Youth Fund (2005) Young people in South Africa - where we re at & where we re going. Pg 18 UNICEF Report. (1999) Basic education and gender equality. Which skills are life skills. Available at Western Cape Education Department (2006) Annual Performance Plan: 2006/07 to 2008/09 Western Cape Education Department, (2006) A Human Capital Development Strategy for the Western Cape (A focus on Youth): Cape Town, WCED. 58 Skills, knowledge, attitudes and values: a development

13 Appendix A: Critical outcomes and_contexts Critical outcomes The South African system of OBE is based on the critical outcomes founded on the South African Constitution, and have been approved by the South African Qualifications Authority (SAQA). There are seven critical outcomes which state that learners will: 1. Identify and solve problems and make decisions using critical and creative thinking. 2. Work effectively with others as members of a team, group, organisation and community. 3. Organise and manage themselves and their activities responsibly and effectively. 4. Collect, analyse, organise and critically evaluate information. 5. Communicate effectively using visual, symbolic and/ or language skills in various modes. 6. Use science and technology effectively and critically showing responsibility towards the environment and the health of others. 7. Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. Developmental outcomes These critical outcomes are supported by five developmental outcomes, which OBE uses to contribute towards the personal development of each learner and towards social and economic development in South Africa. Therefore teachers and learners must be aware that it is important to: 1. Reflect on and explore a variety of strategies to learn more effectively. 2. Participate as responsible citizens in the life of local, national and global communities. 3. Be culturally and aesthetically sensitive across a range of social contexts. 4. Explore education and career opportunities. 5. Develop entrepreneurial opportunities. Specific Outcomes Each learning area consists of set of Specific Outcomes which help teachers to assess whether learners have achieved the desired outcomes for the learning area or unit of work. The learning outcomes for LO cover: 1. Personal Well-being 2. Citizen education 3. Recreation and Physical Well-being 4. Career and Career Choices COMPETENCIES OF THE FET LEARNER When leaving school, the Grade 12 learner is able to initiate and sustain positive relations within various contexts. This implies making sound judgments on own and others rights, cognisant of how abuse of power could have a negative impact on health and wellbeing. The learner has the ability to evaluate own participation in a community service and the impact of own role in building social and environmental justice. The learner is able to appraise the media s role in a democratic society. The learner can ably formulate Skills, knowledge, attitudes and values: a development 59

14 a mission statement for life and develop a fitness programme, and has the ability to monitor personal fitness goals. The learner thoroughly evaluates the long-term benefits of participation in physical and recreational activities. Making decisions on careers, possible institution and courses is achieved in addition to being knowledgeable about entrepreneurship. Ethics in the workplace and the laws governing employment and conditions of service are well understood. It must always be remembered that the principal goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done. Jean Piaget ( ) Swiss cognitive psychologist. 60 Skills, knowledge, attitudes and values: a development