By Piet Naude, Nico Cloete
Greater schooling in Southern Africa has confronted exceptional 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 nations - a collaborative attempt by means of 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 matters at stake, to case stories and genuine curriculum transformation efforts within the Social Sciences. It offers an perception into how international questions in better schooling corresponding to epistemic values, the relation among college and society, modes of data creation, educational governance constructions, and universal measure results are contextualised in South Africa. a person drawn to the short relocating debate on universities will locate this assortment a invaluable discussion accomplice.
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Additional resources for A Tale of Three Countries: Social Sciences Curriculum Transformations in Southern Africa
The argument for theory, then, is premised on the idea that we need theory because it enables the generation of progressive problem solving statements. It enables programmes of action and its pursuit protects the academic integrity of the university. It is through higher level and broader spectrum insight, derived from theory, that good academic practice has something special to offer society. In the case of the approach offered here, the role of theory is important to ensure that academics have something special to offer society.
It is not a one-person act. While the learner may be the one transformed most dramatically by increased participation in a productive process, all who participate would also be transformed. Systems, feedback and generative learning In addition to these ideas about cyclical learning processes, it is also helpful to think about the nature of the learning process in systems terms (O’Connor & McDermott, 1997: 124. Systems thinkers use the notion of a feedback loop to explain the learning process – one takes action, one interacts or participates in action, and then one 25 Section 1 • Social Sciences 25/7/03 9:04 am Page 26 A Tale of Three Countries: Social Sciences Curriculum Transformations in Southern Africa experiences the results of those actions and takes decisions based on those results, which leads, in turn, to further actions.
G. Philosophy, History, Literature, and Physics – was regarded as valuable in and of itself. Academics were expected not merely to encourage their students to pursue their studies rigorously, but to foster a love for the discipline for its own sake. In all of this, matters relevant to societal problems, financial viability, and the like, were usually not thought of as being part of their concern. Research played a pivotal role in the traditional university. Consistent with the above, research was curiosity driven.