An investigation into the implementation of oral history in the further education and training (FET) phase in selected KwaZulu-Natal (KZN) schools.

Abstract

The National Curriculum Statement (NCS) for history, in accordance with the pedagogy of Outcomes Based Education (OBE) and Curriculum 2005 (c2005), aims to make history learner-centred, emancipatory and skills-based . The inclusion of oral history in the Further Education and Training (FET) phase speaks to this methodology and aim , along with addressing the need to rewrite South Africa 's history and acknowledge the biases that exist in the written record. This study aimed to determine the perceptions, opinions and experiences in the implementation of oral history in the FET phase in selected schools in KwaZulu-Natal (KZN) through the 'voices' of history subject advisors, history teachers and former history learners. To determine such perceptions, opinions and experiences, the methodology of qualitative research was employed. This included convenient sampling, semi-structured interviews and a document study. Data and document analysis followed, using the methods of coding. The research revealed that while the sampled history subject advisors, teachers and former learners view oral history in the FET classroom in a positive light, problems and difficulties are being encountered. The implementers of oral history and of all official curriculum policy documents are the subject advisors and the teachers. The various levels of implementation that take place based on the Department of Education (DoE) and the KwaZulu-Natal Department of Education (KZNDOE) policy documents, are being carried out to the best of the implementers' abilities under difficulties that can be associated with a new curriculum, new methodologies, and a new content that has to be delivered in accordance with the NCS and c2005.