Consideraciones de diseño de la matriz para la forja de la biela

During the interviews with these participants, the following data was gathered from 11 secondary school Music Department heads who undertook their pre-service training at a variety of universities (64% from NMMU, 18% from UFS, 9% from UP, 9% from US, 9% from NKP, 0% from NWU and 0% from RAM). The spread of representative universities and colleges, is more diverse in this category, than in

5

Post-graduate Certificate in Education

6 _{The old “HED” – Higher Education Diploma was replaced with the PGCE in later years.} 7

Ed-degrees, such as a BMus (Ed) degree was previously accepted as a professional teaching qualification, because students were required to complete relevant subjects from the Faculty of Education at some universities. These were the same subjects offered as part of the HED courses for other learning areas, such as Mathematics teachers. An Ed-degree could also be an Bachelor’s Degree in Education. These terms have taken on different meanings in the different stages of recurriculation in the South African context of Education.

8

To be employed full-time by the Department of Education in South Africa, a teacher should have completed a post-graduate professional teaching qualification, such as a PGCE, HED or Ed-degree. Without it, a teacher can also not register with SACE – the South African Council for Educators.

102 those of the previous category. The participants’ contact details in the form of email addresses and/or telephone numbers were gathered from a public list provided by an official from the Department of Education in the Eastern Cape Province. The researcher contacted the participants either by mail or by telephone and obtained permission to and arranged a date and time to conduct an interview with each. Regarding the nature of the pre-service courses represented by these respondents, the following were found. 73% completed BMus degrees; 27% completed BMus (Ed) degrees; 18% of them completed one or a number of Licentiates offered by music examining boards; 18% completed Honours degrees; 9% of them obtained a National Diploma in Music Education; 9% completed Masters of Music degrees; and 9% completed a MA Mus degree. A substantial number of teachers completed licentiates. It was not clear what the purpose of these qualifications were for the respondents. In addition, 64% of the respondents studied four year qualifications and 36% spent for five years or more in post-graduate courses, with the average time spent on post-graduate courses being five and a half years. None of these respondents studied for less than four years.

During pre-service training the respondents specialised in a variety of music fields with the largest number – 55% specialised in Performance, 36% specialised in Music Education and 9% specialised in Musicology. None of the respondents specialised in the fields of Music Technology or Jazz and this could be as a result of these two areas not being options for older teachers when they completed their pre-service training. Once again, the area of professional teaching qualifications, yielded the most disappointing results. Only 27% of the teachers obtained Education degrees, none completed a PGCE and only 9% were in possession of a Diploma in Higher Education. The zero count for PGCE qualifications is ascribed to the fact that this is a relatively new qualification that also did not exist for most of the older teachers. They rather had the option of studying the Ed-degrees or Diploma of Higher Education (HED).That still leaves 64% of these teachers without a professional teaching qualification and this can be a result of the 55% of teachers who specialised in Performance and who did not intend to become teachers. 91% of the respondents reported that they attended training workshops for music teachers during the teaching careers. This might be as a result of many areas in the school curriculum

103 not being covered in their pre-service training courses, as well as the frequent curricular changes that has taken place since 1996.

Regarding the personal profiles of the respondents in this category, 73% of the respondents were female, whilst 27% of them were male. The majority (73%) of the HOD’s9

were aged from 35 years or older, with only 27% between the ages of 20 and 34. The majority of these respondents has six or more years of experience (82%), while only 18% of the teachers are within the first five years of teaching (novice teachers). The majority of teachers taught at state schools (91%) and only 9% of them at independent schools. All the respondents represented schools from metropolitan areas (100%) and none were from rural schools. Considerably more of these respondents were permanently employed (73%), whilst 27% were in governing body posts10. With regard to the number of teachers employed at the schools represented by these respondents, there are marked differences compared to that of the previous category. An unacceptably high number (45%) of teachers function as both HOD’s and music teachers in schools where there were only one music teacher; 9% at schools with only two music teachers; and 45% at schools with three or more teachers. More than half of the respondents in this category work in situations where there are two or less music teachers only. 36% of the respondents only ever taught at one secondary school, while 9% taught at two schools, 44% at three schools, 9% at five schools, and none at either four schools or six or more schools. The majority of the respondents taught at three or less schools, probably because 73% of them are employed permanently.

Over and above teaching music as a subject, these respondents were also involved in a variety of other music teaching activities, such as individual instrumental teaching (100%), bands (55%), choirs (82%), musical ensembles (64%), orchestras (36%), school musicals (55%). None of these respondents reported of being involved in non-musical activities.

9

Head of Department 10

A governing body post is when the school governing body of a state school, pay the salary of the teacher involved as opposed to the state.

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