#7224. Technology education in South Africa since the new dispensation in 1994: An analysis of curriculum documents and a meta-synthesis of scholarly work

October 2026publication date
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Education;
Engineering (all);
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Abstract:
Technology education was introduced in some parts of the world in the 1980s. In South Africa (SA) the implementation of technology education was in more than one sense unique. It coincided with the dawn of a new political dispensation in which the new government favoured outcomes-based education. The purpose of this conceptual article is to investigate the demands and challenges that various curriculum documents have made on the technology teachers concerned. The research methodology was desktop research in the form of a critical analysis of various intended or specified curriculum documents. The South African experience may hold important insights for ministries of education, curriculum developers and technology teachers that form part of the broader international technology fraternity. It was found that the underlying political ideology of a new government impacts and steers the country’s education in a particular direction. In a developing context, in particular with insufficient logistical resources and where teachers are inadequately trained (and therefore have less competence) a more specified and fixed curriculum rather than an open. Subsequently, these effectsas opposed to an old curriculum in technology education need to be researched in future, specifically which approach would be conducive to a general design-driven subject or a fragmented vocationally-oriented technology subject.
Keywords:
Content-based curriculum; Curriculum reform; Outcomes-based education; Technology education

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