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Sebola, M. P. (Chief Editor) Molokwane, T. S. (Quest Editor) Mgetyana, J. P. 2022 2023-04-10T21:11:33Z 2023-04-10T21:11:33Z 2022-09-14 Mgetyana, J. P. (2022) Implementation of the Revised Electrical Technology Curriculum in Selected South African Secondary Schools. Proceedings of the International Conference on Public Administration and Development Alternatives. 280-288.<http://hdl.handle.net/11602/2435>. 9780992197193 (Print) 9780992197186 (e-book) http://hdl.handle.net/11602/2435 Mgetyana J P. Implementation of the Revised Electrical Technology Curriculum in Selected South African Secondary Schools. 2022; http://hdl.handle.net/11602/2435. Mgetyana, J. P. (2022). Implementation of the Revised Electrical Technology Curriculum in Selected South African Secondary Schools. http://hdl.handle.net/11602/2435 Mgetyana, J. P. "Implementation of the Revised Electrical Technology Curriculum in Selected South African Secondary Schools." (2022) http://hdl.handle.net/11602/2435 TY - Article AU - Mgetyana, J. P. AB - Curriculum revision has always been a continuous feature in the South African educational system for the past two decades. This was intended to address the issue of scarce skills shortages in key secondary school areas for the development of the curriculum, one of which is Electrical Technology. The study investigated the effectiveness of the revised Electrical Technology curriculum and how it is implemented, with the goal of determining the successes and challenges encountered by teachers during the process. The interpretivist case study with a narrative review and data were gathered using the qualitative method of semi-structured interviews. Four Electrical Technology subject teachers from four geographically linked case study schools were chosen as a pragmatic sample. Thematic analysis was used to analyse the interviews, which were conducted in accordance with the study objectives. Inadequate teacher training on curriculum implementation and a lack of relevant teaching and learning support material are among the findings. The study concludes that teachers should be given opportunities for continuing professional development as well as the chance to further their education studies in order to improve their content knowledge. The provision of adequate teaching and learning support material, as well as well-equipped infrastructure, will fundamentally play a critical role in the effective teaching and learning of Electrical Technology subjects in schools. DA - 2022-09-14 DB - ResearchSpace DP - Univen KW - Electrical Technology KW - Technology subjects KW - Revised curriculum KW - Curriculum implementation KW - experiences LK - https://univendspace.univen.ac.za PY - 2022 SM - 9780992197193 (Print) SM - 9780992197186 (e-book) T1 - Implementation of the Revised Electrical Technology Curriculum in Selected South African Secondary Schools TI - Implementation of the Revised Electrical Technology Curriculum in Selected South African Secondary Schools UR - http://hdl.handle.net/11602/2435 ER - Journal articles of The 7th Annual International Conference on Public Administration and Development Alternatives, 14 - 16 September 2022 Curriculum revision has always been a continuous feature in the South African educational system for the past two decades. This was intended to address the issue of scarce skills shortages in key secondary school areas for the development of the curriculum, one of which is Electrical Technology. The study investigated the effectiveness of the revised Electrical Technology curriculum and how it is implemented, with the goal of determining the successes and challenges encountered by teachers during the process. The interpretivist case study with a narrative review and data were gathered using the qualitative method of semi-structured interviews. Four Electrical Technology subject teachers from four geographically linked case study schools were chosen as a pragmatic sample. Thematic analysis was used to analyse the interviews, which were conducted in accordance with the study objectives. Inadequate teacher training on curriculum implementation and a lack of relevant teaching and learning support material are among the findings. The study concludes that teachers should be given opportunities for continuing professional development as well as the chance to further their education studies in order to improve their content knowledge. The provision of adequate teaching and learning support material, as well as well-equipped infrastructure, will fundamentally play a critical role in the effective teaching and learning of Electrical Technology subjects in schools. 1 online resource (8 pages) en International Conference on Public Administration and Development Alternatives (IPADA) PDF Electrical Technology UCTD Technology subjects Revised curriculum Curriculum implementation experiences Implementation of the Revised Electrical Technology Curriculum in Selected South African Secondary Schools Article open.access