Skills training through hands-on practical activities in civil technology – a case study of three technical schools in South Africa

Abstract

Skills training for Civil Technology learners in South African schools, is an aspect entrenched in the Civil Technology policy document in order to produce skilled personnel for a sustainable economy. Practical activities through the Practical Assessment Task (PAT) are national requirements for all practical-based subjects from grades 10–12 in South African schools. The purpose of this study was to investigate the status of Civil Technology practical activities in three South African schools in the Eastern Cape Province. Purposive sampling was used to identify 41 learners and 3 teachers to participate in the study. Questionnaires, semi-structured interviews and observation as data collection methods were instruments used to collect data. The study has found that learners exit grade 12 without basic practical hands-on skills. Civil Technology practical activities were found to be inadequately offered in the three schools investigated. Educators should be well-trained by higher education institutions (HEIs) to conduct practical activities with learners so that these learners are equipped with marketable skills in order to contribute to a sustainable economy after grade 12. Technology teacher education and training should include regular exposure and visits to relevant industries in order for teachers to keep abreast with the latest technological developments. The supply of equipment to schools should be coupled with routine maintenance of the equipment.

Teachers’ Pedagogical Content Knowledge in Technical Schools: The Case of Domestic Installation and Wiring Teaching

“…None of the teachers conducted practical lessons on the concept and that was worrisome. This confirms previous observations that practical lessons are not properly conducted in schools internationally (Maeko, 2013). He argued that teaching practical technology lessons is hindered by several factors that include shortage of equipment and material as the key factor.…”

“…Qualified technology teachers are scarce, and those on the job have unsatisfactorily taught the practical component of technology education subjects (Kennedy, 2011). Practical classes are not ministered properly in schools internationally (Maeko, 2013). Teaching practical technology is encumbered by several factors that range from equipment shortage and material availability (key factor).…”

“…Teaching practical technology is encumbered by several factors that range from equipment shortage and material availability (key factor). This then drawbacks students from becoming familiarized with using equipment and making things with material (Maeko, 2013). Accordingly, this study is important to ascertain the grade 10 teachers' PCK in domestic installation and wiring concept in the schools around Johannesburg, South Africa is suitable.…”

“…He argued that teaching practical technology lessons is hindered by several factors that include shortage of equipment and material as the key factor. This then brings a disadvantage to students who do not become familiarized with using the equipment and making things with the material (Maeko, 2013).…”

Identifying synergies in Civil Technology practical activities and Engineering Graphics and Design in a University Technology Course in South Africa

“…The comment that building a model before drawing helps in understanding EGD, proves that practical subjects should determine ways and means to teach them as interesting subjects since they are practical [9]. [11] said in this study that the importance of CT underpins the development of the built environment in a country through essential services such as roads, bridges, water purification, waterborne sewage, railway lines, high rise buildings, factories and housing in general, students become confident in seeing Civil Engineering from a more general and useful perspective. CONCLUSION AND RECOMMENDATIONS From the study, it is clear that the best way for the pre-service teachers to cope with CT and EGD is to start with concrete learning of EGD.…”