Differentiated and Career Directed Education – A Means to Improve the Teaching / Learning Effectiveness in South African Schools

Abstract

The discontinuation of higher grade (HG) and standard grade (SG) subjects resulted in the abolishment of HG and SG subject choice opportunities for learners. This effected the subject combination possibilities of learners. One of the effects was the introduction of Mathematical Literacy for learners, not equipped enough to cope with Mathematics as such. The same phenomena was evident in other subjects such as Accounting where learners opted for “easier” subjects such as “learning subjects” because of problems coping with the subject in its “original format”. This can be seen as a contributing factor leading to “inferior” subject choices and limited career opportunities. The argumentation of this paper should firstly be seen as an attempt to introduce a system of differentiated teaching which can alleviate stress among learners, resulting from unmanageable academic pressure, and which can improve social adjustment and ensure optimal personal development of learners. The value of career directing information and career directed education as motivational factors in teaching/learning should not be underestimated. From findings in this field, and own provisional research and experience, it became clear that not enough is done to prepare learners for life after school. Effective school guidance and counseling programmes in schools facilitate students’ development in educational, personal, social and career domains. Differentiated and career directed education should therefore be further researched as a possible way to improve the teaching / learning process.

DOI: 10.5901/mjss.2014.v5n27p506