OBJECTIVE

1
OBJECTIVE

• We strive to give every learner
• the opportunity to discover his/ her potential
  and
• develop fully, by
• acquiring skills
• in order to reach adulthood,
• become a worthy human being and
• contribute to the economy of the country.

2
LEARNERS AT SCHOOLS OF SKILLS

• Cannot progress in mainstream
• Very low self esteem
• No self-confidence
• Emotionally, years behind age group
• Curriculum backlog
• Limited interest academically
• Practically orientated
• Cognitively mildly disabled
• Behavioural problems due to frustration (No
  dumping yard)
• Tempo of mainstream too fast
• Routine essential

3
LEARNERS AT SCHOOLS OF SKILLS(cont.)

• Function at a low level (reading writing)
• NON READERS AND WRITERS (2010)
• Bridging 36
• Grade 7 - ? (2011)
• Grade 8 37
• Grade 9 37

4
WHY VOCATIONAL?

• Support and repetition of academic outcomes.
• Experience more success than in the academic
  subjects.
• Placement in private sector.
• Support and development of learner interests.
• Learn hand-eye co-ordination.
• Develop skills.

5
CHALLENGES

• Alcohol syndrome learners
• Drug Abuse
• 80 ADHD and ADD
• Hard of hearing
• Physically disabled
• Epilepsy etc.
• Broken homes
• Emotionally neglected
• Low socio-economic level (generally)

6
IT IS IMPORTANT TO FIRST REPAIR THE DAMAGE DONE
TO THE LEARNERS BEFORE WE CAN PREPARE THEM
7
ADMISSION CRITERIA 2010

• INITIALLY
• Born 1995
• Failed twice
• Failed once with evidence of no progress
• Psychological report
• OLDER LEARNERS FROM MAINSTREAM
• Placement in appropriate level (Academic)
• Start with phase 1 (Vocational)

8
COURSE

• 4 YEAR COURSE
• 1ST YEAR BRIDGING NARROWING THE GAP IN LITERACY
  AND NUMERACY
• 2nd 4th year
• 50 Academic and 50 Vocational

9
TEACHING 2010

• CURRICULUM
• BRIDGING
• LEARNING AREAS
• ONLY
• MATHS AFR ENG LO ART
• INTRODUCTION TO DIFFERENT VOCATIONAL PROGRAMMES

Bonus
10
VOCATIONAL

• BRIDGING
• EXPOSURE TO DIFFERENT VOCATIONAL FIELDS
• 5 WEEKS EACH
• NOVEMBER PLACEMENT INTO SPECIFIC WORKSHOPS FOR
  2011

11
BASELINE TESTSBRIDGING

• ACADEMIC
• STANDARDISED TESTS
• PLACEMENT
• TEACHING
• SEPTEMBER RE TEST BASELINE
• FINAL PLACEMENT for 2011

12
RESULTS185 learners

• COMPUTER PROGRAMME RESULTS
• A - 45 LEARNERS BELOW GR 2 LEVEL
• LIMITED READING AND WRITING
• B - 90 LEARNERS BETWEEN GR 2 3
• C - 25 LEARNERS BETWEEN GR 4 5
• (LANGUAGES)
• C - 25 LEARNERS BETWEEN GR 4 -5
• (MATHEMATICS)

13
AFTER BRIDGING(CURRENTLY)

• ACADEMIC
• Afrikaans
• English
• Mathematics
• Life Orientation
• Natural Science
• Social Science
• Economic and Management Sciences
• Arts and Culture

• VOCATIONAL
• 2nd 4th year
• ONE Vocational skill

14
WCED PROPOSAL(NCS compulsory)

• ACADEMIC
• Core Knowledge
• Home Lang 1st Add. Lang
• LO EMS SS
• Mathematics Field 1
• Field 2
• Field 3
• Applied Knowledge
• NS Technology
• Sports and Culture
• AC PE

• TECHNICAL
• Bridging
• 4 Technical Fields
• 2nd 4th year
• 2 Technical Fields

15
WESTCLIFF PROPOSAL(NCS COMPULSORY)

• ACADEMIC
• LANGUAGE LITERACY
• (English, Afrikaans)(30)
• MATHEMATICS Field 1
• (30) Field 2
• Field 3
• LIFE ORIENTATION (30)
• ( Life Skills, PE, AC)
• INTEGRATED STUDIES
• (SW, NW, EMS) (10)

• VOCATIONAL
• Replaces Technology
• 1st Year 4 Fields
• 2nd 4 year 2 Fields

16
WESTCLIFF PROPOSAL(NCS NOT COMPULSORY)

• ACADEMIC
• CORE KNOWLEDGE
• LANGUAGE LITERACY
• (English, Afrikaans)(40)
• MATHEMATICS Field 1
• (20) Field 2
• Field 3
• LIFE ORIENTATION (30)
• ( Life Skills, PE, EMS)
• APPLIED KNOWLEDGE
• NATURAL SCIENCE (10)

• VOCATIONAL
• 1st Year-Introduction to different vocational
  skills
• 2-3rd Year- 1 major and 1 minor vocational skill
• 4th Year 1 major skill

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POLICY ADAPTION??

• Adapt NCS to cater for technically orientated
  learners
• Need for artisans in South Africa
• Only an academic curriculum available.
• Current curriculum has failed our learners.
• FET
• Become artisan with RPL

UNIVERSITY
ARTISANS
ASSISTANT ARTISANS
SCHOOL OF SKILLS
18
POLICY ADAPTION (cont.)

• We must not contribute to the unemployment and
  crime statistics.
• Drop out rate of schools of skills will be
  reduced if the frustration of too many learning
  areas is reduced.
• Nationally endorsed certificate.
• NCS developed without vocational section
  learners can only cope if there are less subjects
  due to 50 of time allocation and intellectual
  barrier to learning.

19
METHODOLOGY

• 2 Streams Technical and Academic
• 1 Day Academic and 1 day Technical
• Teaching methods adapted to suit learners.
• Adapted curriculum
• Technical Curriculum in phases
• Co-Curricular assessment
• Repetition
• Short periods

20
ASSESSMENT

• Different assessment techniques
• Written tasks Adapted tasks for non readers
  and writers e.g. multiple-choice.
• Support from educators essential with
  reading and writing.
• Ideally assessment should be done
  one-on-one!
• (They understand the concepts but cannot
  communicate it.)
• Continuous assessment (Academic,Vocational,Co-Curr
  icular)
• Homework
• VOCATIONAL
• Practical assessment
• Demonstration
• Oral assessment

21
AFTER 4 YEAR COURSE(CURRENTLY)

• ACADEMIC
• Special Education School certificate
• Or
• Certificate for grades completed
• VOCATIONAL
• Schools Skills Certificate

22
SUCCESSES

• Successful placement in private sector
• Happier learner
• Well adjusted learner in private sector
• Progress according to benchmarks
• Develop a positive self esteem
• Experience success and acceptance
• Increased productivity - less pressure on the
  economy

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WHY SCHOOL OF SKILLS?

• Last opportunity for learners.
• Learners develop skills which they otherwise
  would not have had.
• Develop a self esteem and self-confidence which
  otherwise would have remained undeveloped.
• Skills development is necessary for our learners.
• Develop reading and numeracy skills.
• Increases the opportunities for employment.
• Much happier and complete young adult.
• Ready to contribute to the economy of the
  country.
• Able to be self-sustainable.