HREDU82 Assignment 1 (ANSWERS) 2024 - DISTINCTION GUARANTEED

Well-structured HREDU82 Assignment 1 (ANSWERS) 2024 - DISTINCTION GUARANTEED. (DETAILED ANSWERS - DISTINCTION GUARANTEED!). .... ..... 1. Adult, Community and Continuing Education Lecturers: Prof L. Johnson, Drs M. Lepholletse and X. Tawana Discipline: Adult, Community and Continuing Education (DACCE) Experiences of academic online student support systems: The case of adult education programme/s The effectiveness of adult education programmes delivery at UNISA: An exploratory study The role of adult educators in community development programmes. An evaluation on implementation of programmes at Mamelodi community learning centre/college: A case study 2. Comparative & International Education Lecturers: Drs B. Nhlumayo and L. Luvalo Discipline: Comparative and International Education Comparative Education is a research framework that explores similarities and differences in educational systems and practices, including comparing systems across regions and countries. The aim of Comparative Education is to enable students to critically evaluate international and national education systems and to examine the policy framework within which the South African education system operates. Comparative Educationists analyse the factors and forces that shape education systems. When writing your research proposal, in Comparative Education, students need to be able to demonstrate an understanding of the situational demands that have an influence on education systems and the general components of education systems. Once your topic has been crafted, you will be guided on the steps to follow to get your research proposal completed. Possible topics to consider: The situational demands that influence education in different contexts include: Language, technology, education policies, geography, culture, politics, religion, history, demographics and , economy. You should be able to formulate research topics on the provision of education based on each of these contextual factors. Theories from sociology and economics are relevant in this research module. It is important to note that South Africa is a classified as a developing country and comparison can be made with other developing countries. Other research topics for consideration can be crafted frommay be the following themes: · How the impact of Covid19 pandemic could be seen as a socio-economic factor, a political factor, and/or a science and technology factor influencing the educational landscape of South Africa and/or any other selected country. · Objectives of Educational systems · Curricula: Compare countries along the provision of curricula · Assessment and evaluation (student achievement, examination systems) · Access to education: Facilities, policy, resources · Educational structure, systems, ideologies · School safety measures · Education as a basic human right – what factors influence that · Gender inequalities, contemporary issues in educational systems, · The impact of mother tongue instruction on the provision of education in SA, etc · Technological disparities in education · Cultural diversity in education · Role of nutrition and free meals in education · The provision of education in rural and urban spaces 3. Curriculum Integrating Open Educational Resources (OERs) into the Curriculum Lecturer: Prof P Biccard Discipline: Curriculum The objective of your research proposal is to investigate the possible effective integration of Open Educational Resources (OERs) into curricula of a specific school/college subject you know or teach. Your study aims to explore the impact of incorporating OERs on teaching and learning outcomes, learner engagement, and overall educational effectiveness. Research Focus Areas: Select ONE of these focus areas for your proposal. · Pedagogical Integration: Analyse how OERs can be seamlessly integrated into existing curriculum frameworks, focusing on pedagogical approaches that enhance learner learning experiences. · Quality and Relevance of OERs: Evaluate the quality, relevance, and appropriateness of available OERs in the selected educational context. · Teacher and Student Perspectives: Investigate the attitudes and perspectives of both teachers and learners towards the use of OERs, exploring challenges, opportunities, and perceived benefits. · Impact on Learning Outcomes: Assess the impact of OER integration on academic performance, critical thinking skills, and the acquisition of subject-specific knowledge. Methodology: Design a robust research methodology that uses either qualitative or quantitative approaches. Consider employing surveys, interviews, focus groups to gather insights from teachers and/or learners. Ensure ethical considerations in data collection and maintain participant confidentiality. Expected Outcomes: · A comprehensive understanding of the current landscape of OER integration in education. · Identification of best practices and challenges associated with OER integration. · Recommendations for improving the effectiveness of OER integration into the curriculum. Note: · Students are encouraged to align their proposals with current educational theories, technological advancements, and relevant literature on OERs and curriculum development. The research should contribute to the broader conversation on optimising educational practices through the integration of OERs. · You will not actually collect data from participants; rather, you will outline how you intend to do so. · The main aim of the proposal is to convince the reader that your proposed research is both significant and necessary. · The module page provides specific headings and word count for each section of the proposal. 4. Early Childhood Education Pedagogy in Early Childhood (birth to 5) and the Foundation Phase Lecturer: Dr S. Mphahlele () Discipline: Early Childhood Education 5. Education for Sustainable Development Project leadeers: Prof M. Makokotlela & Prof O. Lebeloane, Dr Shabalala, Pamella Nonkanyiso These projects introduce you to the area of research in ESD. You will be expected to write a full research proposal. The focus of the research should be within the themes that are provided below. Examples of the titles that you can research on are provided. Please note that they are not a prescription, so you can formulate your own titles. Students will be guided on how to go about doing their research. The research project will be done step by step following the structure of a research proposal. Formative assessment namely assignments may also be used to guide you. Background knowledge around environment and sustainability is significant. Topic 1: Climate change • Climate change is one of the most global challenging issues. Discourse around its consequences such as the natural hazards, effects on natural resources, social, and economic aspects amongst others is important. • It is also worth to explore climate change & education. • Comparative study/ies on the implementation of climate change in education (comparing two or more countries) is vital. Toic 2: Water matters • Water scarcity and usage, • education, • pollution, • management, etc. Topic 3: Sustainability and indigenous knowledge Indigenous Knowledge can play a role in environmental sustainability. So, it should be taught in formal settings. 6. History of Education History of Education and Democracy Lecturer: Prof M.C. Dube Discipline: History of Education This topic seeks to investigate issues and circumstances that inform education and democracy. We all understand that some aspects of education entail the promotion of democracy. Democracy is one of the values that education seeks to impart on our learners. It’s incumbent upon us to undertake research on these issues for our own understanding public consumption. Therefore, research around this topic should seek to address any issues that are relative to education and democracy. History of Curricula Lecturer: Prof MC Dube Discipline: History of Education Teaching and learning activities are tantamount to or entail curriculum. It is pivotal to learn about history of curriculum so that we understand issues that underpin curriculum formation. We need research that will uncover issues that led to curriculum formation in order to understand dynamics of curriculum. So, undertaking research under this topic should be guided by curriculum formation and its activities in learning fraternity. History of educational resistance (Soweto 1976, 1985. 2015 Rhodes Must Fall) Lecturer: Prof MC Dube Discipline: History of Education There are campaigns that were directed towards education in one way or another. Example of this is the Soweto Uprising of 1976 which was a resistance to learning subjects in Afrikaans. One may also be reminded, for example, of Fees Must Fall campaign which was a demand for free education. These campaigns impacted on education. So, undertaking research under this topic should entail consideration of resistances that were directed towards education and how they impacted on it. 7. ICT in Education Project leaders: Prof A.R. Molotsi and Prof O. Mashile Discipline: ICT in education The use of ICT in Education enhances the overall teaching and learning experience and provides an array of resources that teachers can use to supplement traditional ways of delivering lessons. The proposed research will focus on the use of ICTs in different platforms/situations to enhance the achievement of learning outcomes. Your task Is to select a topic and think of how to integrate ICT in teaching and learning and the challenges you encounter would enable you to formulate a problem statement that identifies the difficulties associated with the integration of ICT in teaching and learning. You are expected to include a literature review that explores the use of ICT in Education. Remember when exploring literature ensure that you are answering your research questions. To conduct your research, you will employ a case study research design and outline a proposed data collection plan. This plan should specify the participants whose perspectives on ICT integration in Education prompt you what you intend to investigate, explain why you have chosen these participants, and describe how you will generate data from them. Note that you will not collect data from the participants; rather, you will outline how you intend to do so. The main aim of the proposal is to convince the reader that your proposed research is both significant and necessary. The module page provides specific headings and word counts for each section of the proposal. Topics: 1. Explore the Technological Pedagogical and Content Knowledge (TPACK) model/theory and contextualise it in Education. 2. Investigate the ICT emerging trends focusing on its integration into Education. 3. Exploring teaching and learning assessment strategies in ICT. 4. Investigating the role of Indigenous Knowledge Systems (IKS) in Educational Technology 8. Inclusive Education Promoting diversity, equity and transformation in Inclusive Education Lecturer: Dr M. Chauke Discipline: Inclusive Education Inclusive education students are integral to advancing the principles of diversity, equity, and transformation in educational settings. Embracing diversity entails acknowledging and celebrating the individual differences, experiences, and identities that each student contributes to the learning environment. Equity mandates ensuring that all students have equitable access to resources, support, and opportunities, irrespective of their backgrounds or abilities. Transformation involves challenging biases, breaking down barriers, and cultivating an inclusive culture where every student feels valued, respected, and empowered to achieve their full potential (Chris, 2023). As advocates for inclusion, inclusive education students play a pivotal role in driving these changes, advocating for themselves and their peers, and fostering an educational atmosphere where diversity is not only embraced but recognized as a cornerstone of strength. Together, we can cultivate a more inclusive educational landscape where every student has the opportunity to succeed. The theme of the research project is to investigate and understand the “Promotion of Diversity, Equity, and Transformation in Inclusive Education”. Your task Is to identify a specific topic and formulate a research question of your own You will be expected to conduct literature review and write a research proposal in which you develop an extended argument in response to the question. To conduct your research, you will use different research approach and outline how you will introduce them to the reader. Please note that you will not be collecting data from participants; instead, you will outline your plan for data collection and analysis. The main aim of your research proposal is to persuade your reader that your proposed research is important and necessary. Your research proposal should include the specific headings and word count for each section of the assignment, which will be provided on the assignments on the module site. 9. Language Education Language education in home language and additional languages Lecturer: Dr M. Burger Discipline: Language Education Every person in the world uses some kind of language every day and language are spoken by all persons of all ages. You should therefore understand that the field of language education is very wide indeed. The teaching and learning of languages are a critical area of focus in South Africa, given its rich linguistic and cultural diversity. As a postgraduate student in language teaching and learning, you will have the opportunity to develop a deeper understanding of language acquisition, linguistic theory, language teaching methodologies and assessment practices. You will be able to explore current language teaching and learning themes including but not limited to the language of teaching and learning in schools, multilingualism and cultural diversity, and using technology in language education. Not only could you deepen your knowledge and expertise, but you will also be able to make a meaningful impact in the lives of learners and school communities. 10. Open Distance and e-Learning Technology Application for Access and Student-Centredness in Open Distance and eLearning (ODeL) Lecturer: Prof L. Mbati () Discipline: Open Distance and eLearning One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge, and credentials. Every individual has their own way of thinking, acting, and perceiving reality. Individuals also have their own physical abilities as well as their own physical strengths and weaknesses. ODeL practices are student-centred, meaning they are designed to meet the learning needs of diverse students. If a student’s learning needs are not met, the student is seen as lacking access. Access in ODeL takes many forms including: • Access to technology (including electricity, data and devices). • Access for physically handicapped students. • Access for students with diverse language competencies. • Access for diverse epistemologies. Technology use in ODeL contexts can provide solutions for access and student-centredness. This research project involves investigating the use of technology in the promotion of access and student-centredness in the context of ODeL. How can technology be used in ODeL practices to address access and student-centredness? The increasing adoption of ODeL as a mode for teaching and learning particularly in the post-COVID era, makes this project relevant. It exposes students to technology-based equitable and socially just ODeL and online learning practices which can be applied in various settings such as higher education, corporate and research contexts. In this research project, you will be expected to develop a research proposal based on a problem you have identified in the field of Access and student-centredness as a requirement in Open Distant and eLearning (ODeL). 11. Philosophy in Education Critical pedagogy, democratic and social justice education perspectives Lecturer: Prof D. Pietersen Discipline: Philosophy in Education This topic focusses primarily on Paulo Freire’s critical pedagogy theory of education and/or education. To deal with a topic and subthemes from this framework is to understand the three primary tenets that serve as the foundation for this type of perspective; these are critical ‘conscientisation, problem-posing, and humanisation’. For Freire, humanisation includes further subconstructs like love, trust, faith, hope (religious entities), humility, and critical thinking that aid supportive contexts for interaction/dialogue and discourse in teaching and learning (education contexts) environments. A philosophical essay/project that deals with this topic requires students to make arguments that will give credence, engagement, and dialogue toward a society and educational system/environment that is based on democratic and justice (social) principles. 12. Philosophy in Education Critical Realism and education Lecturer: Dr B. Moloto Discipline: Philosophy in Education The critical realist’s conception of truth provides the most useful basis for democratic education in a multicultural context such as South Africa. The reason for this is because knowledge, according to Critical Realism can be contextualized but is not context bound. What this means is that there are some truths that can be taught to learners. These truths must, however, be taught in the light that they are fallible and subject to change through scientific study. This fallibility of truth and knowledge allows learners to become critical of the knowledge that is an integral part of becoming a global democratic citizen. Learners are, therefore, able to verbalize and explore their own understanding of reality within the fallibility of the theories and truth that they have tentatively accepted. And finally, since knowledge is fallible, different peoples’ voices become more credible in the study of truth, and thus learners become involved in critically interacting with the knowledge they are exposed to in the enactment of learning. The following is a possible question that can be asked: What would you consider to be the important insights that a Critical Realist Philosophy of Education provides for teaching and learning and how would you implement such a Philosophy of Education in your classroom? Please note that for your project you could formulate your own question/questions. 13. Philosophy in Education Teaching intersectionality theory to develop teachers committed to social justice in communities (Dr S Danke) Lecturer: Dr S. Danke Discipline: Philosophy in Education Explain how you can use intersectionality theory in teaching multicultural classes about the impact of politics in school curriculum. In your discussions explain how social justice can be achieved in schools. 14. Philosohy in Education The African philosophy of ubuntu and community partnerships Project Leader: Dr S. Ngobeni The philosophy of Ubuntu emanates from the Bantu languages in the southern Africa, especially in the Nguni expression “Umuntu ngumuntu ngabantu”. Ubuntu translates to mean: ‘I am because we are’, capturing a powerful expression that underscores the collectivity in preference to individualism. This is stark contrast to the Western notion of individualistic approach. Ubuntu exhorts the principles of respect, compassion, care, generosity, courtesy, respect, and kindness to others irrespective of their creed, colour of the skin and ethnicity. In our quest to explore the relationships between schools and wider communities, we are inspired by the idea of Ubuntu. This African traditional thought teaches us to embrace the spirit of unity: our collective existence and wellbeing are dependent on the ability and willingness to co-exist. We share insights, aspirations and resources that are grounded in mutual trust and respect. The spirit of Ubuntu urges us to recognise that these partnerships are a profound recognition of our shared values and common purpose. 15. Philosophy in Education Project leader: Ms T. Myende Discipline: Philosophy in Education Adolescent risk behaviours Adolescence is an especially remarkable developmental period because it is during this time that participation in risk behaviour increases substantially. Behaviours that often come to mind in discussions of adolescent risk behaviour include substance use, unprotected sex, peer pressure, bullying, self-harm and other reckless behaviours – all of which have a high potential to result in negative life consequences. Unfortunately, risk behaviours that can potentially result in positive outcomes are often overlooked in both research and applied settings. Risk behaviour is accepted within adolescent peer groups, but this behaviour is often discouraged by teachers, parents and other adults; and yet, participation in risk behaviour is an appropriate aspect of adolescent development (Erickson, 1968), and research has demonstrated that adolescents who participate in some level of risk are mentally healthier compared to those who abstain from risk and those who overindulge in risk. In light of the above, students have to make an argument in relation to the positive and negative adolescent risk behaviours and the implications involved. Students may consider the below questions to assist their thought processes: · What determines a risk behaviour? · Are all adolescent risk behaviours detrimental to their wellbeing? · Why are certain adolescent risk behaviours acceptable among this demographic and not by adults? · Which adolescent risk behaviours have positive outcomes? 16. Psychology of Education (DEF) Please note that the completion of the completion of this project does not provide access to a masters in Educational Psychology. Explore the causes and effects of maladjustment among adolescents in your Province Lecturer: Dr A. Nsamba, Department of Educational Foundations Discipline: Educational Psychology (DEF) What is Maladjustment? Maladjustment is a term used in psychology to refer to emotional disorders, emotional instability or psychological disturbances that affect individuals’ social development and their ability to maintain an acceptable and stable relationship with others. Research shows that this affects adults, adolescents and younger children. This condition can be attributed to multiple factors, such as personal and environmental factors. Examples of personal factors are age, gender, personality, goals, or childhood experiences. Examples of environmental factors are friends, community, school and government. As we know, individuals’ behaviour and development are influenced and shaped by the interplay of these different factors. If this condition is ignored, it can lead to behaviour disorders such as classroom disruptions, underperformance as well as risk-taking behaviours such as taking drugs. Students’ Task Compile a proposal that will guide you on how to collect, analyse and understand the causes and effects of having adjustment difficulties among adolescents in your Province. Explore how teachers and parents restore internal motivation for learning among learners Lecturer: Dr A Nsamba, Department of Educational Foundations Discipline: Educational Psychology (DEF) Motivation Psychologists believe that our actions and behaviours are driven by external (extrinsic) motivation and internal (intrinsic) motivation. The former is said to come from outside and is fuelled by external rewards such as money or wealth. The latter is said to come from within and is trigged by activities that are internally rewarding like joy, satisfaction and personal growth and development. Some psychologists argue that children do better when they are internally motivated than externally motivated. Students’ Task Compile a proposal to explore how teachers promote internal motivation for learning among learners. 17. Psychology of Education (DPE) Please note that the completion of the completion of this project does not provide access to a masters in Educational Psychology. Behavioural difficulties in primary schools: Prospects for learner support. Lecturer: Prof Mavuso, Department of Educational Psychology Discipline: Psychology of Education Behavioural difficulties are a reality in many primary schools. Some examples include but are not limited to inattentive behaviour, bullying, disruptive behaviour and absenteeism. To address such difficulties, schools require to be creative in developing evidence-based interventions that or not necessarily reactive but aim at prevention and supporting learners. Also, it is important that Teachers understand possible causes of presenting behavioural difficulties, identify ways to address the problem, provide support for learners. Overall, supporting learners may positively enhance their learning. In turn, schools could be better spaces for learning. 18. Science Education Project leaders: Dr E. Mazibe & Dr T.G. Ntuli Discipline: Science Education The potential contribution of textbooks in developing teachers’ practice: An analysis of textbook content using a topic specific PCK model. The provision of teaching and learning materials is crucial in supporting effective learning. Such materials include textbooks which translate curriculum statements into materials that are used in schools. This research project is interested in exploring textbooks as a source of wisdom for teachers by developing their pedagogical content knowledge (PCK) in a science topic. PCK is a teacher professional knowledge based that describes the transformation of content into teachable forms. Furthermore, it is associated with teacher effectiveness. If textbooks are well written to exhibit aspects of PCK, then they will be deemed effectiveness in helping teachers teach in a way that promotes conceptual understanding. The development of pre-service teachers’ pedagogical content knowledge through educative mentorship Pedagogical content knowledge (PCK) describes the transformation of content into teachable forms and is associated with teacher effectiveness. However, PCK develops with experience as reported in the literature, which is something that novice teachers lack. It is thus not surprising that as part of teacher training, pre-service teachers are required to go for teaching practice in schools to accelerate the development of their PCK. During the teaching practice internships, pre-service teachers work with mentor teachers and lecturers. This project is interested in the development of pre-service teachers’ PCK through their interactions with their mentor teachers and lecturers. The development of scientific language registers in indigenous African languages for the teaching of science. South African Department of Basic Education (DBE) is moving towards enormous change, which is introducing indigenous languages to teach content subjects in schools. This is done to redress the issues of inequality that were posed by the apartheid government. This initiative will bring a new perspective as all languages will not only be recognized as official languages but also as the medium of instruction. As well as African students will be afforded a fair chance to learn all subjects in their mother tongue just like their counterparts. However, there is a hot debate around this issue as some researchers argue that the South African education system is not ready for such a transition as there are still limited or no teaching and learning resources in African indigenous languages, which it is true. However, that cannot declare the initiative null and void as language can be developed with adequate resources and time. 19. Sociology of Education Drug use and addiction among learners in schools Lecturer: Dr T. Shembe Discipline: Sociology of Education Drug use and addition are increasingly a global phenomenon and lifestyle trend that is prevalent in rich and poor countries alike (World Drug Report 2023), and knows no race, colour, gender or creed. In the USA alone, 174 people die each day as a result of substance overdoses (Jalal, Buchanich, Roberts, Balmert, Zhang & Burke 2018). This upward trend of the use and abuse of drugs, both illicit and prescription, underscores the need to highlight this key issue affecting people on a national and international scale. In South Africa, drug use and abuse-related problems are no different from the global trend. Unfortunately, the use and abuse of drugs can spill over from an adult drug abuse environment to learners, thus exposing them to these drug abuse practices (Department of Social Development 2013). Drug use and abuse amongst learners, in particular, is complex and large in magnitude. The escalating presence of various substances within the school premises is progressively becoming a matter of grave concern to non-drug using parents, communities and educational stakeholders (schools and governments) alike. Moreover, substance use and abuse does not only affect learners with regard to their studies. It also affects teachers who have to teach the addicted learners, try and maintain some form of discipline and order so that those learners not using drugs are afforded an opportunity to learn. It Is to be noted that school is not about repairing all social evils. It is about repairing one: the evil of ignorance. We all have responsibilities as adults for these evils. But as teachers, we don’t need to be ashamed if we can’t fix homelessness or stamp out violence, or prevent AIDS, or end drug abuse (United Nations Office on Drugs and Crime (UNODC) 2024). 20. Sociology of Education Peace Education Project leader: Dr N. Ndwandwe Discipline: Sociology of Education Peace education as deals with the approach to teach the values, knowledge and skills needed to create a culture of peace. It seeks to promote an understanding, tolerance and respect for diversity, while addressing the root causes of conflict and violence. This involves the process of empowering people with the necessary skills and values to create a safe and peaceful society. The core function of the philosophy of peace education is the promotion of non-violence, love and compassion among conflicted members of society. This could also mean to empower learners to take a stand against violence and work towards the building of a peaceful self and world. The main goal of peace education is to promote world peace. Peace education, as an interdisciplinary field, consists of a variety of approaches whose goals are to eliminate all sorts of conflict in advance and teaching members of the society about peaceful existence. The most common approaches are conflict resolution education, environmental education, developmental education and multicultural education. With this topic students can address peace education, different forms of peace education, barriers hindering the implementation of peace education, controversies, et cetera. Further research could be undertaken in peace education, such as • An evaluation of peace education programmes in South Africa. • Stakeholders’ perceptions on promoting peace education in South Africa. • Peace education and conflict resolution techniques and practices in schools. 21. Sociology of Education Diversity in school context with implications for classroom practices Project leader: Dr N Nkosi Discipline: Sociology of Education Diversity in school context encompasses a wide range of characteristics, including but not limited to race, ethnicity, culture, language, socio-economic status, gender and learning styles. As our educational landscape becomes increasingly diverse, educators must recognise and appreciate the rich tapestry of backgrounds and experiences that learners bring to the classroom. This research topic aims to raise your awareness as a teacher regarding issues of diversity, inequality, oppression and social justice within the school context that might have an effect on classroom practices. Examine your experiences of working with different learners in any way and your experience of observing some of them being discriminated against by others because they are different (in terms of gender, race, class, etc.) This research topic intends to look at how being different could lead to being treated unfairly at various levels of life. This means we will look at forms of inequality and unfair treatment linked to diversity that occur within the school and in society. To be treated fairly irrespective of our differences is a mandate of the Constitution of the Republic of South Africa. Embracing diversity in the school context is not only a moral imperative, but also an educational necessity. By recognising and valuing the unique contributions of each learner, educators can create inclusive classroom practices that enrich the learning experience for everyone. Through culturally responsive teaching, differentiated instruction, and a commitment to equity, schools can become spaces where diversity is celebrated, leading to a more vibrant and dynamic educational community. 22. Sociology of Education The TVET National Certificate Vocational’s position on the workplace demands Project Leader: Mr T. Letsoalo Discipline: Sociology of Education 23. Technology Education Project leaders: Dr P. Blose & Dr Ndlovu There is a widening gap between the knowledge, capability, and confidence of the average citizen and that of the inventors, researchers, and implementers who continuously revolutionise the technological world. While it is logical and necessary for developers to have advanced technological capacity, it is senseless for the general public to be technologically illiterate. Because of the power of today’s technological process, society and individuals need to decide what, how, and when to develop or use various technological systems. Such decision making depends upon all citizens acquiring a basic level of technological knowledge, which is defined as: the ability to use, evaluate, and understand technology. Technological knowledge is vital to individuals, communities, and national economic prosperity. Beyond economic vitality is the realisation of how people develop and apply technological knowledge, which is critical for future generations, society, and even the earth’s continued ability to sustain life. Furthermore, the need to develop a technologically literate society has been stipulated by the Curriculum Assessment Policy Statement (CAPS, 2011). The module, therefore, provides an opportunity to nurture competent Technology subject teachers. Technology Education also provides opportunities for integration and use of cultural practices that reflects on indigenous knowledge and skills, together with design process skills to collaboratively solve community problems by designing and constructing indigenous technological artefacts for given scenarios. This module empowers students to read and write for academic purposes to be able to critically review literature in Technology Education. Students develop relevant research instruments, determine the validity and reliability of research instruments/standard rigour of research. In addition, students collect data, organise, analyse and present data and subsequently discuss the results/findings and draw conclusions. Eventually, students develop a research project in Technology Education. The focus of the research proposal project will be comprised amongst others of the following topics: 1. Investigating technological concepts in Technology Education from different contexts (including indigenous knowledge context) for sustainable development. 2. Collaborative approach for the teaching of the design process as content of focus in Technology Education 3. Explore the impact of teachers’ graphical skills in teaching Engineering Graphics and Design in different settings. 4. The experiences of Technology Education teachers with the teaching of projects in GET/FET classrooms 5. The entrepreneurial education agenda in the Technology curriculum. .