Technology Education in South Africa: A Comprehensive Overview
Adri du Toit and Alison Hardy
Introduction
In an increasingly technology-driven world, the importance of technology education cannot be overstated. Like many other countries, South Africa has incorporated technology education into its school curriculum to equip students with the necessary skills and knowledge for the future. This article provides an in-depth look at technology education in South Africa, including its curriculum structure, purpose, target audience, and the challenges faced by teachers and resources.
Curriculum Overview
Technology education in South Africa is integrated into the school curriculum across different grade levels. In the Intermediate Phase (grades 4-6), a subject a called "Science and Technology" combines elements of both science and applied technology. However, the focus is primarily on science, with technology contributing a smaller component.
As students progress to the Senior Phase (grades 7-9), the subject becomes "Technology Education," with a distinct emphasis on the technological design process (DBE, 2011). Senior Phase Technology aims to provide students with a foundation in problem-solving, creativity, and teamwork and introduces indigenous knowledge through the application of technology (DBE, 2011; Du Toit, 2020; Du Toit & Gaotlhobogwe, 2018).
In the Further Education and Training (FET) Phase (grades 10-12), technology education diversifies into specialised subjects such as Civil Technology, Electrical Technology, Mechanical Technology, and Engineering Graphics and Design (DBE, 2011). These subjects delve deeper into applied technological fields, preparing students for potential careers in engineering and technical industries.
Purpose and Goals
The primary purpose of technology education in South Africa is to develop students' technological literacy and equip them with the skills necessary to thrive in a technology-driven society. By exposing students to various technological concepts and practices, the curriculum aims to foster optimal resource use, problem-solving abilities, critical thinking, and creativity (DBE, 2011; Du Toit, 2020).
Moreover, technology education seeks to provide students with a pathway to pursue careers in engineering, technology, and related fields. By offering specialised subjects in the FET Phase, the curriculum enables students to explore their interests and aptitudes in specific technological domains, preparing them for real life in a modern world and potentially leading to further studies or employment opportunities (DBE, 2011).
Target Audience and Participation
Technology education in South Africa is compulsory for all students in the intermediate and senior phases (Du Toit, 2020). However, in the FET phase, students choose their elective subjects, including technology-related ones. FET Technology subjects usually have fewer students than other electives.
Despite the importance of technology education, there are concerns regarding the participation and perception of the subject, particularly among certain demographic groups. Some students, especially those from disadvantaged backgrounds, and some educators may view technology subjects as "blue-collar" and less prestigious than academic subjects. This mindset can lead to a reluctance to pursue technology-related careers, potentially hindering the country's technological advancement (Van Rensburg, Ankiewicz & Myburgh, 1999).
Teachers and Resources
The effectiveness of technology education in South Africa is heavily influenced by the quality of teaching and the availability of resources. In the intermediate phase, where technology is integrated with science, the subject is often assigned to teachers with openings on their timetable, regardless of their expertise. This lack of specialised knowledge can result in a suboptimal learning experience for students.
In the senior phase, although the curriculum provides pedagogical guidance, many teachers still struggle to deliver the content effectively. Limited training opportunities and a lack of practical experience in technology-related fields can hinder teachers' ability to engage students and provide meaningful learning experiences (Du Toit, 2020).
Resource constraints also pose significant challenges to technology education in South Africa. Many schools, particularly those in disadvantaged areas, lack the necessary equipment, materials, and infrastructure to support hands-on learning experiences. Corruption and mismanagement of funds further exacerbate these issues, leading to a disparity in the quality of technology education across different schools and regions (Ncala, 2022).
Summary
Technology education plays a crucial role in preparing South African students for the demands of a technology-driven future. The curriculum, structured across different grade levels, aims to develop technological literacy, problem-solving skills, and creativity among students. However, the subject faces several challenges, including negative perceptions, teacher preparedness, and resource constraints.
To fully realise the potential of technology education in South Africa, it is essential to address these challenges head-on. This includes promoting the value and relevance of technology-related careers, providing continued and comprehensive teacher training, and ensuring equitable access to and optimal utilisation of resources across all schools. By investing in technology education and creating an enabling environment for students to thrive, South Africa can unlock the potential of its youth and drive technological advancement for the benefit of the entire nation.
References
Department of Basic Education (DBE). 2011. Curriculum and Assessment Policy Statement: Senior Phase Technology (Grades 7-9). Department of Basic Education, South Africa. Pretoria: Government Printing Works.
Du Toit, A. (2020). Threading Entrepreneurship Through the Design Process in Technology Education. African Journal of Research in Mathematics, Science and Technology Education, 24(2), 180–191.
Du Toit, A. & Gaotlhobogwe, M. 2018. Unheeded potential: Indigenous knowledge in the intended Technology curricula of Botswana and South Africa. (In M.A. Mokoena & I. Oosthuizen (eds.). A Scholarly Compendium for Teaching and Learning, pp 213-236). Potchefstroom: Ivyline.
Ncala, M. 2022. Sound the Alarm: Corruption in the Education Sector. Report by Corruption Watch South Africa.
Van Rensburg, S., Ankiewicz, P., & Myburgh, C. (1999). Assessing South Africa learners’ attitudes towards technology by using the PATT (Pupils’ Attitudes Towards Technology) questionnaire. International Journal of Technology and Design Education, 9, 137-151.
