Abstract
M.Ed. (Educational Psychology)
The purpose ofthis study is to understand and describe the experiences ofthe demands
that Life-orientation, in practice, place on the educator. These experiences relate to the
skills, knowledge, attitudes, values and method of instruction.
This study is descriptive and a qualitative research strategy was employed. A case study
was used as a research method. A literature study ofLife-orientation, the demands that
the subject place on educators and Invitational Education as a possible method of
instruction were described.
An interview with a focus group consisting of five educators in Life-orientation from
High School X was done. A class presentation ofthese five educators was observed. The
data collected were analysed and categories and themes identified. The themes or
subjects identified were the following: the importance ofthe doctrine of Life-orientation,
focus on the learner, atmosphere in the classroom and the educational and instructional
demands Life-orientation place on the educator. These themes were linked to theory and
findings and conclusions were made.
The following findings were made: the themes identified allude to the four assumptions
and four elements of Invitational Education. It became apparent that educators implicitly
acted in a professionally and personally inviting manner towards themselves and the
learners in teaching Life-orientation. It can be concluded that Invitational Education may be a possible workable model used in the teaching of Life-orientation according to an outcomes-based education model and it may aid the educators to adhere to the demands of Life-orientation.