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Curriculum Development for the Master Craftsman in the Printing, Newspaper and Packaging Industries

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Curriculum Development for the Master Craftsman in the Printing, Newspaper and Packaging Industries CURRICULUM DEVELOPMENT FOR THE MASTER CRAFTSMAN IN THE PRINTING, NEWSPAPER AND PACKAGING INDUSTRIES by DAVID LLEWELLYN THOMAS submitted in accordance with the requirements for the degree of DOCTOR OF EDUCATION in the subject DIDACTICS at the UNIVERSITY OF SOUTH AFRICA PROMOTER: PROF M P VAN ROOY 31 JANUARY 1999 - (i)- SUMMARY CURRICULUM DEVELOPMENT FOR THE MASTER CRAFTSMAN IN THE PRINTING, NEWSPAPER AND PACKAGING INDUSTRIES This study centres on curriculum development for a master craftsman level in the Printing, Newspaper and Packaging Industries which is didactically sound and takes cognisance of the dynamic vocational education and training milieu in which it occurs. Curriculum and curriculum development is viewed from a systems perspective and incorporates the specific andragogic didactic needs of the learner target group as well as the unique needs of an industrial sector. Because the National Qualification Framework model advocates an outcomes-based approach to curriculum development this necessitated the identification of a suitable standards generating process to articulate the master craftsman unit standards into a qualification capable of being recognised by the National Qualification Framework. The nature and complexity of the underpinning knowledge, skills and competencies for the master craftsman level were quantified and qualified by means of skills and competency profiling and the development of a job outcome taxonomy of skills, knowledge and attributes which incorporated critical cross field and fundamental skills, and their underpinning knowledge requirements. Using aspects ofvarious vocational education and training models and empirical research course content was sourced, evaluated and developed into appropriate modules of learning that are congruent with the accepted competency based modular training system used in the Industries. Course maps that integrate theory and practice were developed with multi skilling milestones linked to learner certification. Evaluation of resources for the delivery of the Master Craftsman Programme was facilitated by means of a provider quality assessment and accreditation system. The interactive teaching-learning situation and the evaluation processes and procedures were developed to enhance the assessment of applied competencies in the world of work. A pilot study and unit standards generating activities are to be used as a means of implementing and institutionalising the master craftsman curriculum. The findings of this study revealed that by viewing the curriculum from a systems perspective and using a suitable curriculum development model a creative master craftsman curriculum development process could take place. The competency profiling technique and taxonomy of competencies, skills, knowledge and attributes enabled the curriculum process to be a top-down approach which is outcomes-based. - (ii) - KEY TERMS Accreditation of Prior Learning; Application-Orientated Objective; Benchmarking; Best Practices; Career Paths; Certification Practices; Content-Performance Matrix; Competency Profiling; Career Progression; Curriculum Development Model; Curriculum Continuum; Job Competence; Job/Function Profiling; Learning Outcome; Outcomes-Based Vocational Education and Training; Portfolio Development; Project Cycle Management; Performance Pyramid; Qualification for Position; Qualification for Purpose; Quality Assessment System; Qualified Worker Standard; Standards Generating; Systems Didactics; Transfer of Learning; Train the Trainer; Taxonomy of Competencies, Skills, Knowledge and Attributes; Unit Standards Acid Test. 338.476862071068 THOM 111111111111111 0001728894 - (iii) - CONTENTS CURRICULUM DEVELOPMENT FOR THE MASTER CRAFTSMAN IN THE PRINTING, NEWSPAPER AND PACKAGING INDUSTRIES Page CHAPTER 1: INTRODUCTION AND ORIENTATION 1 1.1 INTRODUCTION 1 1.2 THE FACTORS LEADING TO THE RESEARCH 1 1.2.1 The influence of the historical foundations of vocational education and training in the Printing, Newspaper and Packaging Industries of South Africa on curriculum and curriculum development in the Industries 2 1.2.2 Interpretation of the concept curriculum and curriculum development in the Printing, Newspaper and Packaging Industries 4 1.2.3 A scholastic perspective of the concept curriculum 5 1.2.4 A didactic perspective on the current South African thinking on the concept curriculum and curriculum development 7 1.2.4.1 The current debate on curriculum in South Africa 8 1.2.4.2 The impact of current thinking on curriculum and curriculum development for the Printing, Newspaper and Packaging Industries 10 1.2.4.3 The National Qualification Framework (NQF) 14 1.2.5 The position vs purpose dichotomy and the need for competence 21 1.2.6 Systems theory and the curriculum 23 1.2.7 The accepted training system within the Printing, Newspaper and Packaging Industries 27 1.2.8 Synthesis of the problem 28 1.3 STATEMENT OF THE PROBLEM 29 1.4 ANALYSIS OF THE PROBLEM 30 1.5 AIMS OF THE STUDY 31 1.6 CLARIFICATION OF TERMS 32 - (iv)- Page 1.6.1 Curiculum and curriculum development 32 1.6.2 The master craftsman 33 1.6.3 The definition of the Industries 33 1.7 PROGRAMME OF STUDY OF THE THESIS 33 1.7.1 A systems perspective of curriculum and curriculum development 33 1.7.2 Competency profiling of the master craftsman 33 1.7.3 Standard setting for the units of learning of the master craftsman curriculum 34 1.7.4 International benchmarking of outcome standards for the master craftsman 34 1.7.5 Development of an outcomes-based curriculum for the master craftsman in the Printing, Newspaper and Packaging Industries 35 1.7.6 Implementation of the curriculum for the master craftsman in the Printing Newspaper and Packaging Industries 35 1.7.7 Conclusions and recommendations 35 CHAPTER2: CURRICULUM AND CURRICULUM DEVELOPMENT FOR THE MASTER CRAFTSMAN 36 2.1 INTRODUCTION 36 2.2 FURTHER THOUGHTS ON CURRICULUM 37 2.3 THE VOCATIONAL EDUCATION AND TRAINING CURRICULUM 38 2.4 CURRICULUM DEVELOPMENT 41 2.5 CURRICULUM DESIGN MODELS 45 2.6 SYNTHESIS 52 CHAPTER3: COMPETENCY PROFILING OF THE MASTER CRAFTSMAN 54 3.1 INTRODUCTION 54 3.2 PRACTICES IN COMPETENCY PROFILING 55 - (v)- Page 3.2.1 Spoomet 55 3.2.2 Rail transport sector 59 3.2.3 Selected techniques for competency profiling 63 3.2.3.1 Nominal group analysis technique 63 3.2.3.2 Search conference 64 3.2.3.3 Functional analysis 65 3.2.3.4 Competency interview and interviews 65 3.2.3.5 The McBer technique 66 3.2.3.6 Techniques suitable for the Printing, Newspaper and Packaging Industries 67 3.2.4 Graphic arts, print and paper sector 68 3.3 THE ADOPTED PRACTICE FOR COJMPETENCY PROFILING OF THE MASTER CRAFTSMAN IN THE PRINTING, NEWSPAPER AND PACKAGING INDUSTRIES OF SOUTH AFRICA 71 3.3.1 The competency profiling technique adopted for the Printing, Newspaper and Packaging Industries 72 3.3.2 A skills profile of the master craftsman and its use to develop a competency profile 80 3.3.3 World class manufacturing needs 84 3.3.4 A competency profile of the master craftsman in the Printing, Newspaper and Packaging Industries 84 3.4 SYNTHESIS 92 CHAPTER4: A TAXONOMY OF SKILLS, Kl~OWLEDGE AND ATTRIBUTES FOR THE MASTER CRAFTSMAN IN THE PRINTING, NEWSPAPER AND PACKAGING INDUSTRIES 94 4.1 INTRODUCTION 94 4.2 JOB COMPETENCE IN AN INDUSTRIAL SETTING 94 4.3 COMPETENCE AND SKILLS IN RELATION TO THE MACRO REQUIREMENTS SET BY CENTRAL GOVERNMENT -(vi)- 4.4 ATAXONOMY OF COMPETENCIES, SKILLS, KNOWLEDGE AND ATTRIBUTES FOR THE MASTER CRAFTSMAN IN THE PRINTING, NEWSPAPER AND PACKAGING INDUSTRIES 98 4.5 SYNTHESIS 106 CHAPTERS: STANDARDS SETTING OF THE UNITS OF LEARNING FOR THE MASTER CRAFTSMAN CURRICULUM 107 5.1 INTRODUCTION 107 5.2 THE REQUIREMENTS OF THE NATIONAL QUALIFICATION FRAMEWORK 107 5.3 CAREER PROGRESSION REQUIREMENTS IN THE PRINTING, NEWSPAPER AND PACKAGING INDUSTRIES 111 5.4 STANDARDS SETTING PRACTICES IN SOUTH AFRICA 116 5.4.1 Project cycle management and goal orientated project planning 116 5.4.2 Standards setting process for the units oflearning of the master craftsman curriculum 122 5.4.2.1 Participation analysis (PtA) 122 5.4.2.2 Stakeholder buy-in 125 5.4.2.3 Formulation of governance structures 126 5.4.2.4 Critical path and performance evaluation ofthe project 129 5.4.2.5 The project planning matrix 130 5.4.2.6 Operational plan (OP) 130 5.4.2. 7 Cost estimates 134 5.5 INTERNATIONAL BENCHMARKING OF THE MASTER CRAFTSMAN CURRICULUM 135 5.6 SYNTHESIS 136 - (vii) - CHAPTER6: DEVELOPMENT OF AN OUTCOMES-BASED CURRICULUM FOR THE MASTER CRAFTSMAN IN THE PRINTING, NEWSPAPER AND PACKAGING INDUSTRIES- PART 1 138 6.1 INTRODUCTION 138 6.2 THE INITIAL SITUATION OF THE LEARNER 139 6.2.1 The training systems from which the target learner group were certificated 139 6.2.2 Other certification practices which influence the initial situation of the potential learner target group 140 6.2.3 The influence of technology on the potential learner target group 142 6.2.4 Recognition of prior learning (RPL) as a mechanism for evaluating the potential learner target group 144 6.3 THE WORK SITUATION 153 6.3.1 The heterogeneous nature ofthe Printing, Newspaper and Packaging Industries and its impact on the potential learner for the master craftsman curriculum 154 6.3.2 Accreditation practices for companies and organisations who provide vocational education and training in the Printing, Newspaper and Packaging Industries 155 6.3.3 The andragogic didactic nuances that influence learning within the organisations and companies that make up the Printing, Newspaper and Packaging Industries 161 6.4 THE AIMS AND OBJECTIVES
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