Dr. Elsa Fourie North West University SOUTH AFRICA THE ROLE OF IN-SERVICE TRAINING IN THE IMPLEMENTATION OF A NEW CURRICULUM Dr. Elsa Fourie North West University SOUTH AFRICA Selling your ideas is challenging. First, you must get your listeners to agree with you in principle. Then, you must move them to action. Use the Dale Carnegie Training® Evidence – Action – Benefit formula, and you will deliver a motivational, action-oriented presentation. 2019/02/25 Copyright 1996-2001 © Dale Carnegie & Associates, Inc.

FIRST DEMOCRATIC ELECTIONS SOUTH AFRICA 1994 FIRST DEMOCRATIC ELECTIONS 1997 OUTCOMES-BASED EDUCATION (OBE) Open your presentation with an attention-getting incident. Choose an incident your audience relates to. The incidence is the evidence that supports the action and proves the benefit. Beginning with a motivational incident prepares your audience for the action step that follows. 2019/02/25

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

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

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

TEACHERS NO TRAINING Learning Programme Work Schedule Lessons Activities NO TRAINING

RETRAINING OF TEACHERS

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

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

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

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

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

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

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 Facilitator motivated to ask questions 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 methodolgy 0.40% 64.40% Facalitator knowledgeable about topics 28.20% 63.5% Facilitator achieved outcomes for sessions 26.0% 64.70%

COURSE MATERIALS

GENERAL FINDINGS

GENERAL FINDINGS: SATISFACTION

OVERALL FINDINGS

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