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Searching For The Technology in Universi
Searching For The Technology in Universi
, 2008 29
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Higher education in South Africa has been the scene for dramatic changes during the last fourteen years of the new democracy. The
cleanly divided domains and roles of higher education institutions made way for a chaotic situation that was eventually resolved by the
creation of three different kinds of universities. Universities of technology as previously vocational training institutions gained
academic legitimacy with the title of university and the right to deliver postgraduate outputs. The problem that arises out of this new
order is the claim that technology defines the uniqueness of a university of technology. The public image of the five universities of
technology in South Africa is analysed in order to validate this claim.
7 83 9 *: ,4 7: 9.73
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K.m [Miscellaneous]
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Management, Economics, Human Factors.
;+3 :
Technology in university of technology; technological knowledge; higher education; philosophy of technology
education framework; higher education framework.
1
Email: [email protected],
2
[email protected],
3
[email protected]
4
The slogan "A Better Life for All" has been the call of the African National Congress in its election campaigns since 1994
30 SACJ, No 42., 2008
evidenced in the number of countries that have examined, and and resources are identified as key to help solve practical
established, the role of technology in national education. problems. This and other attempts at definitions and
Examples of these are the New Zealand Education descriptions of technology (see for example Hansen and
Department [24] and the Technology for all Americans Froelich [14]) emphasizes the making of artefacts and the role
project [17]. of humans in this process. To settle this definition will steer
The technology focus of the South African government is the paper in a philosophical direction and will inhibit its
readily seen in the outcomes of the curriculums of the lower purpose. In order to promote the debate the definition of
bands of the South African National Qualification Framework technology is taken from as wide a perspective as possible
(SANQF). Its role and place in the qualification programs of providing that the emphasis on human making for human
higher education is, however, not as clear, even when needs is strongly maintained.
considering the occurrence of professional engineering Knowledge forms an integral part of the discussion on
degrees and information and communication technology technology and its place in education. The Committee on
(ICT) courses. Technological Literacy lists the dimensions of technological
The purpose of this paper is to explore the place and literacy as knowledge, ways of thinking and acting, and
meaning of technology in the South African UOT context. capabilities [26]. The link between technology and knowledge
The debate over the existence of a UOT came to an end with is not a new concept [20]. McCormick [22] describes
its creation as a new kind of higher education institution. This procedural and conceptual knowledge as part of this
significant step was to the benefit of technikons because it technological knowledge. Table 1 shows the technological
provided the much sought after academic legitimacy that knowledge framework developed by Compton [5] for the New
comes with the designation of university. What is left unclear Zealand Ministry of Education.
though is the meaning of the term technology in this context. The framework shows the extremes of the spectrum of
A new chapter in the debate is therefore needed with the goal knowledge in technology. The value of this framework in the
to examine and contextualize technology in the operative current discussion is in the context it provides for thinking of
domain of UOTs. This will in part follow on Du Pre’s [9] technology and knowledge in education. An institution such
work as well as set the scene for answering Winberg’s [40] as a UOT can, for example, orient itself in this structure with
call for an epistemology of technology. regards to the level of academic discourse it wants to
The remainder of this paper is structured in two parts. The participate in. On the other hand this framework is useful to
first part is a broad overview of the aspects of technology as it guide the wider debate on the general place of technological
relates to education on a national and international level. The knowledge in the activities of higher education.
scope for this part is very wide and an in-depth analysis is not
possible. The aim is therefore to show that the topic of Table 1: Technological Knowledge Framework [5]
technology in education, both on the level of child education Description Links Knowledge
as well as higher education, has, and still is, enjoying Type(s)
Label
organized and rationally designed curriculum on technology, into which a device and
will be seeking to further their education in technology. UOTs technology is to be evaluative
seem to be the ideal place of study for these students. These embedded. It includes procedural
institutions are, however, new to the scene in terms of identity knowledge of
and still fall back to the vocationally focussed products of appropriate ethics,
their previous state of existence, namely technikons. The legal requirements,
question that is raised is whether UOTs in relation to cultural or domain
technology brings new understanding or whether it is the protocols and the
same thing with a new name. personal/collective
The paper concludes with comments that will serve as the needs of the end-users
opening remarks for a debate on the role and meaning of and technologists
technology in the context of UOTs. This will in time result in Understanding of the De Vries’ Explicit
a broader debate on the role of technology in all of South use and management of Physical Nature prescriptive
Africa’s different higher education institutions. resources in any Knowledge [8] device and
Resource knowledge
Understanding how DE Vries’ Explicit SAQA: the Authority consists of approx. 29 persons,
Function knowledge things function. This Functional prescriptive appointed by the Minister of Education and Labour, who
includes the function of Nature device and represent the national stakeholders in the education and
training system; is responsible for making and
materials, software and Knowledge and explicit implementing policy through the Executive Office
devices as they exist in Functional and evaluative
isolation (that is, Structural rules procedural. Directorate Standards
Setting and ETQAs (Education and
outside the specific (Ropohl), Development: responsible Training Quality Assurance
practice) Fundamen-tal for recommending bodies): responsible for
standards and qualifications ensuring the quality of
Design to SAQA. learning achievements;
Concepts [39] accredited by SAQA
Understanding the way De Vries’ Explicit
things work together as Means Ends evaluative
How things work
Consultative Panels:
part of an overall Knowledge and device responsible for evaluating Providers: responsible for
quality provision of learning
together
<2 7) ) * = Honours
@ " Degree
Postgraduate
The responsibility of SAQA is to oversee the development Diploma
and implementation of the SANQF [31]. Figure 1 shows the 7 Bachelors
structure of SAQA. In the task of standards setting and quality Degree
assurance Education and Training Quality Assurance bodies Advanced
(ETQAs) are created to represent the interests of professional diploma
Under-graduate
n
a
Education NGO certificates; process of practical problem solving for the improvement of
Certificate Grade 12 the different mechanically related processes, services, systems
(FETC) and the control thereof used in the production and
3 School / College / manufacturing of goods). These subjects are available for
NGO certificates; selection from Grade 10 to 12 of the learner’s studies.
Grade 11 Although an in depth discussion of these subjects fall
2 School / College / outside the scope of this paper, it is important to emphasize
NGO certificates; the fact that in preparation of a learner for higher education
Grade 10 (or for the labour market) technology enjoys substantial
1 General ABET LEVEL 4; attention. This of course directly affects universities, and
Training (GET)
Education Grades 7 - 9
and Training looking for a continuation of a technologically-oriented study
General
ABET LEVEL 3:
Certificate Grades 4 - 6 career.
(GETC) ABET LEVEL 1 - 2: <5 , -
Grades 1 - 3
Pre-school: Grade R As noted earlier, higher education in South Africa has
undergone tremendous change during the past few years. The
The SANQF does not directly address any issues pertaining DoE is responsible for executing the government’s vision for
to technology or for that matter the content of learning a system that is fair and open in terms of educating the
programmes. Its purpose is to ensure a “single qualification citizens of the country. In that capacity it created the three
framework for a diverse system” [33]. Amongst the goals of types of universities, namely TUs, CUs and UOTs [15]. Kraak
the framework are social transformation, high knowledge and [19] ascribes the creation of UOTs to political pressure more
high skills, and articulation and portability. than a “planned policy evolution from the state”.
Technology is not directly mentioned in the framework and The most significant result of the redesign of higher
it would be presumptuous to do so even indirectly. What is education is the creation of the UOT. The roots of this new
clear is that at least two kinds of educational streams are type of institution are found in a strong historical relationship
included namely theoretically oriented (labelled as degrees in between education and technology [21]. Winberg [41]
HET) and vocational (labelled as diplomas in HET). This is describes three phases of the development of UOT’s as:
the chasm that the SANQF in essence wants to overcome and educating for the needs of industry, imitating universities and
is expressed in the issue of articulation between these two rediscovering technology. The argument is clearly toward a
streams. Whether an institution aims its education programs at growth from a vocational-oriented education towards that of
being primarily vocational or primarily theoretical is not critical thinkers [41].
critical, what is important is the ability for learners to cross The traditional and original intention of technikons was to
this divide. The next sections will show how the curriculum equip students with hands-on skills for the workplace. This
descriptions of the pre-university education bands have emphasis gave technikons the reputation of being practical as
positioned technology, as well as the absence of such an opposed to the strictly theoretical purpose of universities. In
initiative by UOT’s. addition to this, the entry requirements between universities
and technikons were different: a school leaver needed a
< . % - university exemption to prove a certain level of academic
The adoption of the outcomes based education (OBE) aptitude to be admitted to a university, whilst technikons had
philosophy has revolutionized school education in South lower entry level requirements.
Africa [7]. After ten years of work a measure of stability is < 9 7
being achieved with the outcomes for each learning
programme established and the first groups of learners to South African researchers are not alone in the quest for an
emerge from the pre-university education bands. understanding of technology and its place in education. On
Technology is a well defined part of the content of these the international front a significant body of work is being
bands. In the GET band technology enters the scene as a done by researchers on the question of technology education.
learning programme, that is integrated in the learning These initiatives is as far reaching as that of small former
programmes of each grade [32]. On the FET band technology British colonies [29], European countries [27] and finally
is refined into six separate learning programmes [34]. These large developed countries such as the United States of
are agricultural technology (focusing on technological America [18]. The efforts of these researchers have bearing on
processes used in agriculture and the farming environment), the search for the meaning of technology in the educational
civil technology (focusing on concepts and principles in the context. A comprehensive overview is beyond the scope of
built environment and on the technological process), this paper, but certain issues, such as a definition of
computer applications technology (focusing on the effective technology and the place of knowledge in technology, is of
use of information and communication technologies in an relevance (see above).
end-user computer applications environment in different
sectors of society), electrical technology (focusing on the 5< +' 9 7 '*3 38; 9* 7'
understanding and application of electrical and electronic 3,7' @ 9 * 3* .793* 3@
principles), information technology (focusing on activities ,37F
that deal with the solution of problems through logical
thinking, information management and communication, and Philosophers have contributed greatly to an understanding of
on the development of computer applications using current the conceptual dimensions of technology and researchers from
development tools), and mechanical technology (focusing on an array of disciplines added to the debate on technological
technological processes from conceptual design through the
SACJ, No 42., 2008 33
knowledge. All of these results are critical in the discovery of and Beliefs
what the South African conception of a UOT is. Integrity, To be at the heart of
Technology (CPUT)
In order to formulate a South African understanding of the respect, technology education and
Cape Peninsula
notion of a UOT it is necessary to look beyond the
University of
excellence, innovation in Africa [2].
philosophical discussions and intellectual creations of the democracy,
academics. The fact that these institutions have already been accountability,
established, and have been in existence for more than 2 years, ubuntu,
gives an opportunity to examine what they themselves are innovation,
saying with regards to themselves. This section asks questions equity
on where technology can be found in the South African UOT.
To facilitate this question, an analysis of the different Customer To be a globally connected
Central University of
service, African UOT that focuses
Technology (CUT)
vision and mission statements of each UOT was conducted
and is discussed in the following sections. In addition to integrity, on the needs of Southern
this the faculty structure was also examined to get a public diversity, Africa and supports
view of what these institutions say about themselves. innovation, graduates for citizenship
excellence with skills and
5<2 7 ) -# @ ) . # competencies in
,37 F appropriate technologies
[3].
Collins and Porras [4] describes an organization as consisting
of the two components of a guiding philosophy and vivid Not directly A leading UOT in Africa
Technology
University
observable that nurtures holistic
Durban
picture. The guiding philosophy is described as “a system of
(DUT)
education and the
of
fundamental motivating assumptions, principles, values and
tenets”. It is also said to come from the early leaders who advancement of knowledge
originally shape the organization. The tangible image on the [11].
other hand consists of a mission and a vivid description. The Quality service, To be the leading higher
for their institutions. Fortunately the seminal work of Du Pre professional career
[9] has set out a philosophical perspective targeted at the education of an
creation of UOTs in South Africa and is fit for the purpose of international standard,
a starting point of the effort as a whole. At the same time the which is relevant to the
top management of UOTs are faced with “selling” this new needs and aspirations of
idea to prospective students. Southern Africa's people
This section reports on an analysis of the vision and [37].
mission statements of the five South African UOTs. The
Not directly To be a dynamic centre of
Technology
therefore the practical realization of the vision. The critical To create, apply and transfer We
metric in this analysis is the ability of the tangible image to knowledge and technology of an empower
inspire those that read it. The mission was examined for its international standard through people
ability to clearly express how the vision will be achieved and cooperative professional career
again the role of technology is sought out. Furthermore, the education programmes at
motto was examined for emotive language as an indicator of undergraduate and postgraduate
the desire from the UOT to inspire people. The mission and levels; serve and empower society
motto is for the five institutions are presented in Table 4. by meeting the socio-economic
development needs of Southern
Table 4: Mission and motto
Africa through the fruits of our
UOT Mission Motto
TUT
teaching and the skills of our staff
To develop and sustain an Not and students; extend the
empowering environment where , directly parameters of technological
through teaching, learning, observabl innovation by making knowledge
research and scholarship our e useful through focused applied
CPUT
themselves by way of structure. In addition to this, the name The most distinguishing feature of this work is the very
of the faculty or department provides a partial internal view of inspirational statement of the purpose of UOTs as “making
technology held by the UOT. knowledge useful” [9]. This in itself could qualify as the kind
of motto that creates a tangible image. Another feature which
Table 5: Faculty names stands out very clearly is the claim that the distinguishing
UOT Faculty Names factor of UOTs is that of technology. Seen in a critical light
CPUT Applied Sciences, Business, Education and Social the proposed definition of a UOT is not fully developed
Sciences, Engineering, Health and Wellness except for the emphasis on the aspects of creating and
Sciences, Informatics and Design managing technology. In addition to this, the definition of
CUT Engineering, Information and Communication technology is cast in an applied science guise, thereby
Technology, Health and Environmental Sciences, excluding any possibility that technology can be distinct and
Management Sciences separate from science.
DUT Accounting and Informatics, Applied Sciences, Arts What is clear from the analysis this far is that the role of
and Design, Engineering and the Built technology is paramount. The term occurs with enough
Environment, Health Sciences, Management frequency in the mission and vision of these institutions to
Sciences support the intention to be an institution that teaches
TUT Economics and Finance, Engineering and the Built technology. The problems occur when the analysis goes
Environment, Humanities, Information and deeper towards the faculty name level where technology is
Communication Technology, Management suggested to be applied science. Authors such as Kraak [19]
Sciences, Science, Arts and Reddy [28] states the vocational task of technikons as
VUT Applied and computer science, Engineering and also that of UOTs. A reasonable connection between
Technology, Management sciences, Human vocational education and applied science can be made and the
sciences analysis supports this view. UOTs therefore can be said to
hold the view that technology is applied science.
Table 5 is a summary of the various faculty names as found
on the websites of the UOTs under examination. A significant ?< @ & +3 @3 : 4 7
absence of the term technology as well as an overwhelming
The term university has a generic meaning in the South
use of the term science is noted. Although it would be
African context in that it denotes a place of higher learning.
speculative to explain this phenomenon without deeper
analysis, it could be said that, in terms of the naming of a The specific identification of the institution comes from
secondary labels, such as the distinguishing factors in the
UOT faculties, technology is viewed as the application of
design of higher education between a theoretical way of
science. Technology as a term though is not found, except for
its occurrence in ICT. learning and a more practical approach [12]. Imenda’s [15]
analysis is instructive as it describes the nature of traditional
< :9 , 93* universities as ideological and that of universities of
technology as functional. The lines of the historical debate is
The search for technology is in essence the search for the thus based on the theory versus practice divide, and can be
meaning of technology in a certain context. The thought expressed as in the vocational character of first technikon and
leaders of the idea of a UOT lay claim to the identifying now UOT education. The SANQF furthermore supports this
feature that technology brings. The issue then of what the delineation with streams of education that focuses on
meaning of technology is for UOTs, is a question of critical vocational training and theoretical training.
importance since the operation and strategic direction of a The issue that this paper raises is that in the context of
particular kind of higher education institutions affects all technology as an identifying characteristic, careful thought is
others. In part academic drift Kraak [19] describes this needed about the meaning of the term. The call for an
situation and suggest that higher education institutions end up epistemology of technology [40] and the philosophical
being competitors instead of partners in the education goals of groundwork of Du Pre [9] suggest that the vocational
South Africa. positioning of technical education is too limited for a UOT
The debate on creating a UOT was lively as many and need to be broadened. This broadening of the scope of
commentators spoke in favour as well as against this type of technology education is not found in the public image of
institution (see for example the summary by Reddy [28]). Du UOTs and shows the limit that UOTs inherently place on
Pre [9] stands out as an important thought leader in favour of themselves.
UOTs and his work can be regarded as seminal in the context To enable the debate of the role of technology a framework
of the debate. Du Pre’s work is representative of the tireless for discourse is needed. Mitcham [23] developed such a
efforts of an organization named the Committee of Technikon framework. Mitcham’s framework (illustrated in Figure 2)
Principals (CTP) that played a key part in the creation of consists of thinking about technology in four human and
UOTs. As a statement Du Pre’s work is taken up in various technological interaction modes: object, action, knowledge
forms in at least two formal publications [9, 10] and most and volition. He uses these four models to introduce a
papers participating in the UOT debate cite his work or that of "provisional" framework and broad definition of technology.
the CTP’s (see for example Thathiah and Schauffer [36] and The centrality of people to this thinking is seen by the
Imenda [15]). This notable work and the position it has in the inclusion of human beings as the role players in the making or
domain of UOTs therefore forms an important part of the using of technology, and finally the objects or artefacts
analysis. represent the output of human effort. Internally humans hold
A thorough examination of this seminal work as well as its knowledge about technology and also a will to use that
influence in the formation of UOTs falls outside the scope of knowledge.
this paper. What is presented here is a short overview of the
main points made towards its role as a guiding philosophy.
36 SACJ, No 42., 2008
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