Abstract:
The main aim of the study was to investigate the integration of technical subjects in
Civil Technology curriculum with special reference to FET Technical Schools in the
Free State, South Africa. The research had used mixed method approach comprised
of qualitative as well as quantitative methodology to collect data. The method of
investigation included a literature review, empirical study by using qualitative and
quantitative method in the form of questionnaires and purposive sampling and semistructured
interview.
The sample in the research was twenty one (21) teachers responsible for teaching
Civil Technology in grades 10-12 from schools in the five districts of Free State
province: Fezile Dabi, Motheo, Lejweleputswa, Thabo Mofutsanyana and Xhariep.
The study revealed that majority of teachers did not receive formal training on the
new Civil Technology Curriculum, therefore, majority of teachers highlighted that
they took initiatives of self-training and development on the subject which had made
challenges of the subject more interesting.
The quantitative responses were analysed by the employed statistician using SPSS
computer software and interpreted by the researcher and reported. Qualitative data; semi-structured interviews were recoded, transcribed and analysed by the
researcher. The study found that teachers define Civil Technology as a subject that
gives the general background of Civil engineering or building environment. The
teachers suggested that the Department of Basic Education should provide them
with full course training on applied mechanics of the subject and to keep the current
curriculum of Civil Technology for Mathematics and Science stream and to
implement new Civil Technology specialisation for the new stream of Technical
Mathematics and Technical Science.
