By Piet Naude, Nico Cloete
Better schooling in Southern Africa has confronted extraordinary swap during 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 by means of colleagues from Namibia, Mozambique and South Africa - argues that the center of upper schooling transformation lies within the curriculum. The textual content strikes from in-depth discussions of the theoretical matters at stake, to case experiences and real curriculum transformation efforts within the Social Sciences. It presents an perception into how worldwide questions in larger schooling comparable to epistemic values, the relation among college and society, modes of information construction, educational governance buildings, and popular measure results are contextualised in South Africa. an individual drawn to the short relocating debate on universities will locate this assortment a helpful discussion companion.
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Extra info for A Tale of Three Countries: Social Sciences Curriculum Transformations in Southern Africa
Case Study Research, Design and Methods, 2nd edition. Newbury Park: Sage Publications. 40 Section 1 • Social Sciences 25/7/03 9:04 am Page 41 Chapter Three Towards a Responsive Curriculum Dolina Dowling and Sipho Seepe Introduction Since the election of the first democratic government in 1994, there has been significant political and social transformation in South Africa. The major achievement of the first government was in the area of policy development and the creation of a framework to address past social and economic inequalities.
Translated by Steven Sampson. Cambridge: Cambridge University Press. Freire, P. 1988. Pedagogy of the Oppressed. Translated by Myra Bergman Ramos. New York: Continuum. , Scott, P. and Trow, M. 1994. The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies. California: Sage Publications. JET Bulletin No. 10: Focus on Community Higher Education Service Partnerships (CHESP). 1999. htm. Kellogg Commission on the Future of State and Land-grant Universities. 1999.
Thus it is imperative that apart from building our students’ 45 Section 1 • Social Sciences 25/7/03 9:04 am Page 46 A Tale of Three Countries: Social Sciences Curriculum Transformations in Southern Africa knowledge base, we provide them with ‘a broad range of generic and transferable skills’ (NCHE, 1996) so that they can seize opportunities to develop innovative solutions to the myriad of problems facing our society. To sum up: the changing demands of society taken together with the globalisation of the market place means that universities can no longer function as they have done in the past.