An investigation of the primary education upgrading programme (PEUP) from a technology education perspective

M.Ed.Technology Education has recently been introduced as a relatively new learning area in the South African General Education and Training urriculum. This initiative has significant implications with regard to curriculum development, financial costs, and the provision of human and physical resources. However, existing programmes and resources, which relate to Technology Education need to be identified and justified to accommodate the implementation of this learning area so as to alleviate costs and demands. Thus, this study purports to investigate the extent to which the existent Primary Education Upgrading Programme (PEUP) could accommodate the implementation of Technology Education. The theoretical framework which was developed by means of a literature study and other relevant research methods revealed similarities between Technology Education and the PEUP which led to the development of a research questionnaire to obtain teachers' perceptions with regard to these similarities. The research sample comprised a total number of 240 teachers from the junior and senior phases of 24 urban and rural primary schools in the Mabopane District of the North West Province. Perceptions of these teachers regarding the realisation of similarities between operation of the PEUP were analysed, using first and second order factor analytical procedures, Student t-test, ANOVA and the Scheffe test. The findings of the investigation revealed that groups of teachers compiled according to their biographical variables have the following perceptions with regard to the realisation of similarities between Technology Education and the PEUP in the current daily operation of the PEUP: Concerning the methodology dimension, teachers, to a large extent use a constructivist teaching approach in achieving relevant aims and objectives. Thus, the PEUP could to a large extent accommodate Technology Education in this regard. Concerning the content dimension, teachers, to a lesser extent experience that they familiarise their learners with and guide them through the technological process. Thus, to a lesser extent, the PEUP could accommodate Technology Education in this regard. Concerning the contextual relevancy dimension, teachers, to a large extent experience that they facilitate contextual relevant learning opportunities. Thus, to a large extent, the PEUP could accommodate Technology Education in this regard. The study concludes by making certain recommendations for further research and suggesting practical guidelines regarding the implementation of Technology Education in the PEUP