Die Effektiwiteit van die Lewensoriënteringsprogram Volgens ’n Groep Suid-Afrikaanse Onderwysers – Ruimte vir Verbetering?

Abstract

An analysis of the documentation published by the South African Department of Education regarding the Learning Area Life Orientation reveals that this Programme has been conceived to form part and parcel of the pedagogical programme of schools. In view of this, a questionnaire was developed by means of which the effectiveness of the teaching and learning in this Learning Area could be determined. From the responses to the items in the questionnaire it was clear that respondents felt that elements with pedagogical significance included in the current Programme were important and that learners needed to be exposed to them. A disturbing finding, however, was that the respondents questioned the effectiveness of the Programme in their own schools. In doing so, they clearly pointed a finger at themselves, but also at the Department of Education. The latter should have ensured that the teachers were adequately prepared for the Programme before its introduction in schools. At least five other conditions have also to be met before teaching and learning in the Learning Area will become optimal: teachers have to understand that Life Orientation is a form of education in the broadest sense, and that it forms part of the pedagogical task of the school; teachers also require a more profound understanding of what ‘effectiveness’ entails; they also need to understand that ‘more effective teaching’ amounts to a better mastery of the didactics of the Learning Area, and lastly, teachers need to hone their skills to adapt better to constantly changing conditions in schools – they should be able to manage change better.