By Piet Naude, Nico Cloete
Greater schooling in Southern Africa has confronted unheard of switch over the last few years in Namibia and Mozambique post-colonial structures have needed to be formed opposed to the backdrop of dramatic political and socio-economic advancements, whereas in South Africa a post-apartheid procedure, which goals to redress pas inequalities and reply to the desires of a democratic society, is rising. A story of 3 international locations - a collaborative attempt through colleagues from Namibia, Mozambique and South Africa - argues that the guts of upper schooling transformation lies within the curriculum. The textual content strikes from in-depth discussions of the theoretical concerns at stake, to case reports and genuine curriculum transformation efforts within the Social Sciences. It offers an perception into how international questions in larger schooling equivalent to epistemic values, the relation among college and society, modes of data creation, educational governance buildings, and time-honored measure results are contextualised in South Africa. someone attracted to the quick relocating debate on universities will locate this assortment a precious discussion companion.
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Extra resources for A Tale of Three Countries: Social Sciences Curriculum Transformations in Southern Africa
Academics may become involved in implementation in practice, but only up to a point. Once an initiative becomes self-sustainable, academics should withdraw. They should not become the practitioners, even though they should seek to maintain the relationship, be involved in monitoring, and seek opportunities for a new cycle of knowledge generating engagement with practice. It is also important that knowledge generation processes be used in the search for employment opportunities for graduated students, employment opportunities for others, and entrepreneurial spin-offs.
The presumption is that learning is socially situated or anchored, which implies that most learning is context-dependent, so that cognitive experiences situated in authentic activities, such as project-based learning, apprenticeships, or case-based learning, result in richer and more meaningful learning experiences. It is also assumed that learners negotiate with their social environment in the process of knowledge generation by forming and testing their constructs in a dialogue with other individuals and with the wider society.
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