Understanding Critical Thinking and Developmental Outcomes in South African Education System

Explore the significance of Critical Cross-Field Outcomes (CCFOs) and the National Qualifications Framework (NQF) in South Africa. The NQF ensures that all qualifications meet the same standard, while SAQA plays a crucial role in accreditation. Learn about the seven Critical Cross-Field Outcomes that emphasize problem-solving, effective communication, responsible decision-making, and more.

• Critical Thinking
• Developmental Outcomes
• South African Education
• National Qualifications Framework
• SAQA

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1. HSD L4 TOPIC 1 MODULE 2 MALUTI TVET BETHLEHEM Mrs C Schnetler

2. Critical thinking and the CCFOs and Developmental Outcomes NQF: NATIONAL QUALIFICATIONS FRAMEWORK CCFO S: CRITICAL CROSS-FIELD OUTCOMES SAQA: SOUTH AFRICAN QUALIFICATIONS AUTHORITY TVET: TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING

3. National Qualifications Framework NATIONAL QUALIFICATIONS FRAMEWORK - THE NQF IS A SYSTEM THAT ENSURES THAT ALL QUALIFICATIONS FROM ALL EDUCATIONAL INSTITUTIONS ARE HELD TO THE SAME STANDARD. - ALL QUALIFICATIONS WILL BE QUALITY-ASSURED IF REGISTERED BY THE NQF. - QUALIFICATIONS WILL BE RECOGNISED NATIONALLY IF NQF HAS CLASSIFIED, REGISTERED AND ASSESSED ALL. - ALL QUALIFICATIONS THAT ARE AT THE SAME NQF LEVEL WILL REQUIRE STUDENTS TO ACQUIRE THE SAME SKILLS AND KNOWLEDGE DURING THEIR STUDIES. - NQF APPLIES TO BOTH CHILDREN AND ADULTS: FROM HIGH SCHOOL TO ADULT STUDENTS WHO STUDY THROUGH THEIR PLACE OF WORK. - NQF ENSURES THAT ALL KNOWLEDGE AND SKILLS ARE INTEGRATED INTO A NATIONAL SYSTEM: ENSURES LIFE-LONG LEARNING, MOTIVATING PEOPLE TO CONTINUALLY IMPROVE THEIR QUALIFICATIONS EVEN AT THE WORKPLACE. - NQF AIMS TO STANDARDISE SOUTH-AFRICAN QUALIFICATIONS THROUGHOUT THE COUNTRY.

4. South African Qualifications Authority SAQA - SAQA HAS AN IMPORTANT ROLE IN ENSURING THAT THE NQF IS PROPERLY IMPLEMENTED. - SAQA CHECKS THAT A QUALIFICATION MEETS ALL RELEVANT CRITERIA BEFORE REGISTRATION ON NQF. - WHEN A QUALIFICATION IS REGISTERED, IT RECEIVES A SAQA IDENTITY NUMBER INDICATING THAT IT IS AN ACCREDITED QUALIFICATION. AN ACCREDITED QUALIFICATION IS OFFICIALLY RECOGNISED AS VALID AND HAVING MET CERTAIN STANDARDS AND CRITERIA. - SAQA DEFINES THE CONTENT FOR ALL LEVELS OF THE NQF AFTER CONSULTATIONS WITH THE QUALITY COUNCILS. REQUIREMENTS ARE PUBLISHED IN THE GOVERNMENT GAZETTE (OFFICIAL NEWSPAPER OF THE GOVERNMENT). - SAQA MUST KEEP CONTENT OF ALL LEVELS UP-TO-DATE AND APPROPRIATE. - SAQA, TOGETHER WITH NQF, AIMS TO NATIONALLY STANDARDISE SOUTH AFRICAN QUALIFICATIONS. - SAQA DECIDES ON QUALITIES THAT STUDENTS MUST ACHIEVE WHILE STUDYING.

5. Critical Cross-Field Outcomes CRITICAL CROSS-FIELD OUTCOMES AS DEVELOPED BY SAQA AIM: STUDENTS MUST BE MOTIVATED TO LIFELONG LEARNING, TO PROBLEM-SOLVING AND THINKING CRITICALLY. THESE OUTCOMES ARE: * CRITICAL - EMPHASISE CRITICAL THINKING * CROSS-FIELD - APPLY TO ALL STUDENTS ACROSS ALL FIELDS OF STUDY SEVEN CRITICAL CROSS-FIELD OUTCOMES: 1. IDENTIFY AND SOLVE PROBLEMS IN WHICH RESPONSES DEMONSTRATE THAT RESPONSIBLE DECISIONS USING CRITICAL AND CREATIVE THINKING HAVE BEEN MADE. 2. WORK EFFECTIVELY WITH OTHERS AS A MEMBER OF A TEAM, GROUP, ORGANISATION, COMMUNITY. 3. ORGANISE AND MANAGE ONESELF AND ONE S ACTIVITIES RESPONSIBLY AND EFFECTIVELY. 4. COLLECT, ANALYSE, ORGANISE AND CRITICALLY EVALUATE INFORMATION. 5. COMMUNICATE EFFECTIVELY USING VISUAL, MATHEMATICAL AND/OR LANGUAGE SKILLS IN THE MODES OF ORAL AND/OR WRITTEN PRESENTATION. 6. USE SCIENCE AND TECHNOLOGY EFFECTIVELY AND CRITICALLY, SHOWING RESPONSIBILITY TOWARDS THE ENVIRONMENT AND HEALTH OF OTHERS 7. DEMONSTRATE AN UNDERSTANDING OF THE WORLD AS A SET OF RELATED SYSTEMS BY RECOGNISING THAT PROBLEM-SOLVING CONTEXTS DO NOT EXIST IN ISOLATION.

6. Link between CCFOs and critical thinking for education AIM OF CCFO S: STUDENTS MUST BE MOTIVATED TO LIFELONG LEARNING, TO PROBLEM-SOLVING AND THINKING CRITICALLY. THESE OUTCOMES ARE: * CRITICAL - EMPHASISE CRITICAL THINKING * CROSS-FIELD - APPLY TO ALL STUDENTS ACROSS ALL FIELDS OF STUDY EVERY QUALIFICATION REGISTERED WITH SAQA MUST CONTAIN ALL OF THESE CRITICAL OUTCOMES. HSD HAS AN: 8. DEVELOP LOGICAL THOUGHT PROCESSES AND ANALYTICAL AND CRITICAL ABILITIES BOTH IN SPEAKING AND IN WRITING. CRITICAL THINKING WILL HELP DETERMINE WHAT THE REAL ISSUE IS AND HELP FIND SOLUTION

7. Link between Developmental Outcomes and critical thinking for development SAQA HAS DEVELOPED FIVE DEVELOPMENTAL OUTCOMES: 1. REFLECTING ON AND EXPLORING A VARIETY OF STRATEGIES TO LEARN MORE EFFECTIVELY. 2. PARTICIPATING AS RESPONSIBLE CITIZENS IN THE LIFE OF LOCAL, NATIONAL AND GLOBAL COMMUNITIES. 3. BEING CULTURALLY AND AESTHETICALLY SENSITIVE ACROSS A RANGE OF SOCIAL CONTEXTS. 4. EXPLORING EDUCATION AND CAREER OPPORTUNITIES. 5. DEVELOPING ENTREPRENEURIAL OPPORTUNITIES. THE DEVELOPMENTAL OUTCOMES HELP STUDENTS TO DEVELOP INTO WELL-ROUNDED MEMBERS OF SOCIETY. CRITICAL THINKING MAKES US GOOD CITIZENS WILLIAM GRAHAM SUMNER

8. Four Open Questions encourage critical consciousness FOUR OPEN QUESTIONS ENCOURAGE CRITICAL CONSCIOUSNESS * STUDENTS NEED TO ASK THEMSELVES QUESTIONS ABOUT THEIR BEHAVIOUR INSIDE AND OUTSIDE THE CLASSROOM TO DEVELOP A CRITICAL CONSCIOUSNESS. * QUESTIONS THAT ENABLE STUDENTS TO OBSERVE, ANALYSE, PREDICT AND SUGGEST ASPECTS OF THEIR BEHAVIOUR TO ENCOURAGE THEM TO DEVELOP A CRITICAL CONSCIOUSNESS. * STUDENTS ARE ENCOURAGED TO ACKNOWLEDGE THEIR MISTAKES AND TO FIND WAYS TO PREVENT THEMSELVES FROM MAKING THE SAME MISTAKES IN FUTURE.

9. But Why? Method and cultural awareness BUT WHY? METHOD AND CULTURAL CONSCIOUSNESS * CULTURAL SENSITIVITY IS RELATED TO AWARENESS. * BUT WHY? METHOD CAN BE USED TO GATHER INFORMATION ABOUT CULTURE. * WITH THE BUT WHY? METHOD ONE CAN FIND REASON FOR SOMEONE S ACTIONS AND BEHAVIOUR. * ONE WILL GAIN AN AWARENESS OF OTHER S BACKGROUND TO BE CULTURALLY SENSITIVE. * CULTURAL SENSITIVITY IN A SOCIAL CONTEXT IS RELATED TO CRITICAL THINKING AND CRITICAL QUESTIONING.

10. SWOT and developing entrepreneurial opportunities SWOT AND DEVELOPING ENTREPRENEURIAL OPPORTUNITIES * BEFORE STARTING A BUSINESS, ONE CAN USE CRITICAL THINKING TO IDENTIFY EXACTLY WHAT IS NECESSARY TO IMPROVE TO BE SUCCESSFUL. * KEY QUESTIONS ABOUT STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS TO DEVELOP A SWOT DIAGRAM. * OPEN QUESTIONS AND SWOT ANALYSIS MUST ALSO BE APPLIED OUTSIDE THE CLASSROOM. * THE OUTCOMES DEFINED BY SAQA AIM TO ENCOURAGE ACTIVE, EXPLORATORY AND SELF-DIRECTED LEARNING.

11. Reactions to the use of critical thinking by adults and children. CRITICAL THINKING AND BLOOM S TAXONOMY BLOOM S TAXONOMY HAS SIX LEVELS: 1. KNOWLEDGE 2. COMPREHENSION 3. APPLICATION 4. ANALYSIS 5. SYNTHESIS 6. EVALUATION * THE FIRST TWO LEVELS SHOW LOWER-ORDER THINKING * THE TOP FOUR SHOW CRITICAL OR HIGHER ORDER THINKING. MOST QUESTIONS ARE ASKED ABOUT: * WHAT INFORMATION (KNOWLEDGE) STUDENTS CAN REMEMBER OR * TO DESCRIBE INFORMATION IN THEIR OWN WORDS (COMPREHENSION). HIGHER LEVELS OF THINKING ARE REQUIRED FOR APPLICATION, ANALYSIS, SYNTHESIS AND EVALUATION ELEMENTS OF CRITICAL THINKING WHEN TRUE LEARNING TAKES PLACE.

12. Critical thinking for young children CRITICAL THINKING FOR YOUNGER CHILDREN - YOUNG CHILDREN ARE STILL LEARNING ABOUT CONNECTION BETWEEN EVENTS AND OBSERVATIONS. - THEY START ASKING CRITICAL QUESTIONS FROM A YOUNG AGE. - LIKE ADULTS, FOR CHILDREN TO THINK CRITICALLY, THEY NEED TO BE TAUGHT TO THINK ABOUT THEIR THINKING. - THEY NEED TO WANT TO BE GOOD THINKERS. - THEY NEED TO BE ENCOURAGED TO PRACTISE THEIR THINKING SKILLS. - PROVIDE YOUNG CHILDREN WITH A ROLE MODEL WHO IS A GOOD THINKER: PARENTS AND TEACHERS CAN MODEL THE KIND OF QUESTIONING AND PROBLEM- SOLVING THAT YOUNG CHILDREN SHOULD ADOPT. - CHILDREN CAN PRACTISE THEIR THINKING SKILLS EVERY DAY IN ALL KINDS OF CONTEXTS: PARENTS AND TEACHERS CAN ASK QUESTIONS ABOUT EVENTS AT SCHOOL, PREFERENCES, FRIENDS AND BEHAVIOUR. - CHILDREN SHOULD BE ASKED OPEN QUESTIONS TO ENSURE CRITICAL THINKING - HIGHER-ORDER THINKING, NOT ONLY REQUIRING SIMPLE ANSWERS.

13. Critical thinking for young children - CHILDREN TAUGHT TO EXPLAIN OPINIONS AND PREFERENCES, PROVIDE REASONS FOR THEIR POINTS OF VIEW: IMPORTANT TO DEVELOP A REASONED ARGUMENT AND TO COMMUNICATE WITH OTHERS. - IF A PARENT OR TEACHER MODELS CRITICAL THINKING QUESTIONS, CHILDREN LEARN TO EXPECT THIS TYPE OF QUESTIONS. - IF CHILDREN PRACTISE NSWERING THESE QUESTIONS, THEY WILL LEARN TO ASK QUESTIONS WHEN THEY DO NOT UNDERSTAND SOMETHING: VERY IMPORTANT FOR LIFELONG LEARNING AND FOR CRITICAL THINKING: THEY WILL BE BETTER ABLE TO LEARN IN FUTURE. - THE SKILL OF PREDICATION IS IMPORTANT: USING CRITICAL THINKING TO EXAMINE OUR OWN BEHAVIOUR BY PREDICTING THE EFFECTS OF OUR ACTIONS. BY ANALYSING THE IMPLICATIONS (THINGS THAT MIGHT HAPPEN) OR CONSEQUENCES (THINGS THAT HAVE HAPPENED) OF OUR ACTIONS, ONE CAN USE CRITICAL THINKING TO PREVENT FUTURE MISTAKES OR POOR DECISIONS. - YOUNG CHILDREN MUST BE TAUGHT THE IMPORTANCE OF CRITICAL THINKING AND THINKIGN FOR YOURSELF, INSTEAD OF LISTENING TO OUR FIRNEDS AND BELIEVING WHAT OTHER PEOPLE TELL YOU. - CHILDREN MUSTE BE ENCOURAGED TO EXAMINE THE CONSEQUENCES OF ACTIONS, THAT IS, CAUSE AND EFFECT. - DECISIONS HAVE CONSEQUENCES, ONE SHOULD THINK CAREFULLY AND CRITICALLY ABOUT OUR DECISIONS, BEFORE WE ACT.

14. The Doubting and Believing Game DOUBTING AND BELIEVING GAME STEP 1: METHODOLOGICAL BELIEF * TRYING TO BELIEVE EVERY THEORY, NO MATTER HOW UNCONVINCING IT MIGHT SEEM. * LISTENING AND UNDERSTANDING THAT DIFFERENT PEOPLE EXPERIENCE THINGS DIFFERENTLY. * COMPLETELY ACCEPTING AND BELIEVING AN ARGUMENT STEP 2: METHODOLOGICAL DOUBT * CRITICISING EVERY THEORY, NO MATTER HOW ATTRACTIVE IT MIGHT SEEM. * ASKING AND ANALYSING QUESTIONS * YOUR EXPERIENCE OF COMPLETELY DOUBTING AN ARGUMENT AFTER YOU HAVE COMPLETELY ACCEPTED AND BELIEVED THE SAME ARGUMENT. STEP 3: ADJUST YOUR OPINION ACCORDING TO OUR EXPERIENCE OF COMPLETELY BELIEVING OR COMPLETELY DOUBTING AN ARGUMENT. USING THE DOUBTING AND BELIEVING GAME FOR CRITICAL THINKING CAN HELP TO RECOGNISE THE STRENGTHS AND WEAKNESSES IN ANY ARGUMENT, INCLUDING OUR OWN.

15. The Doubting and Believing Game (continued) Possible Questions * UNDERSTANDING AN OPINION THAT CONTRADICTS OUR OWN, IS USEFUL. * IF WE KNOW AND UNDERSTAND WHAT WE DO NOT BELIEVE, WE CAN EXPLAIN WHAT WE DO BELIEVE AND WHY. * PETER ELBOW DEVELOPED THIS METHOD OF CRITICAL THINKING. * USING THE DOUBTING AND BELIEVING GAME FOR CRITICAL THINKING CAN HELP TO RECOGNISE THE STRENGTHS AND WEAKNESSES IN ANY ARGUMENT, INCLUDING OUR OWN. ******************************************************************************************************************************* POSSIBLE QUESTIONS: PLEASE REVISE THE ASSESSMENT FROM P. 64 - 66 AND THE SUMMATIVE ASSESSMENT ON P. 67