1. 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 © Dale Carnegie & Associates, Inc.

2. 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

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

4. 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

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

6. TEACHERS NO TRAINING Learning Programme Work Schedule
Lessons Activities
NO TRAINING

7. RETRAINING OF TEACHERS

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

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

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

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

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

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

14. AIM OF RESEARCH
How adequate was the preparation and training of Intermediate Phase teachers for implementing the Revised National Curriculum Statement in 2005?

15. POPULATION: 2400 Intermediate Phase teachers
SAMPLE: 242 Intermediate Phase teachers
INSTRUMENT: The Kirkpatrick Model (Strategic Planning Model)

16. TRAINING EVALUATION Pre/Post Test Learning Satisfaction Planning
Norms + Standards
Key definitions
Assessment
Organisation
Course materials
Training content
Facilitators

17. FINDINGS LEARNING

18. PLANNING

19. NORMS AND STANDARDS

20. KEY DEFINITIONS

21. ASSESSMENT
Norm
ref.
Base
line

22. ORGANISATION
Well
Org.
sessions
Confident to implement

23. FACILITATORS STATEMENT RESPONSE Facilitator motivated to ask questions
50%-90% of time %-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%

24. COURSE MATERIALS

25. GENERAL FINDINGS

26. GENERAL FINDINGS: SATISFACTION

27. OVERALL FINDINGS

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