Curriculum responsiveness within the context of decolonisation in South African higher education

Fomunyam, Kehdinga George; Teferra, Damtew

doi:10.18820/2519593x/pie.v35i2.15

Cited by 40 publications

(34 citation statements)

References 6 publications

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“…The recent student-organised anti-colonial protests for the removal of colonial statues and movement for free education in South Africa shaped the debates to decolonise and change the curriculum in South African universities. Fomunyam and Teferra (2017: 196) supports the notion of curriculum responsiveness that resonates with cultural origins that can embrace ethnicity and the non-racial profiling of students in a class. Scholars in PAM need to decolonise and transform the PAM curriculum by recognising the needs of the leaners, the discipline and the university community (Hanyane, 2016).…”

Section: Responsiveness Of the Scholarship Of Teaching Public Adminismentioning

confidence: 85%

Decolonisation in the field of public administration: The responsiveness of the scholarship of teaching and learning

Matsiliza

2020

Teaching Public Administration

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This article sets out to explore and analyse the repositioning of the scholarship of teaching and learning in the study of governance. The proponent of this study argues that the scholarship of teaching and learning in public administration and management must respond to decolonisation within the context of its disciplinary culture and practices. Decolonisation in South Africa followed in the wake of student demands for free and equal education and the call for the rejection of the hegemony of Western, European and apartheid knowledge production. As part of responsiveness, this article argues that the scholarship of teaching and learning in the field of public administration and management must be repositioned by recognising the existence of new narratives in the pedagogy of governance that upholds African agency, culture, societal values and practices without compromising quality. Findings from this study suggest that the scholarship of teaching and learning must be framed by local knowledge and must create a drive for a restoration of epistemic agenda in African universities that teach governance studies.

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Section: Responsiveness Of the Scholarship Of Teaching Public Adminismentioning

confidence: 85%

Decolonisation in the field of public administration: The responsiveness of the scholarship of teaching and learning

Matsiliza

2020

Teaching Public Administration

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“…Therefore, the intention to do away with the apartheid era 'borrowed' policy of outcome-based education (OBE) was aimed at introducing curricula that addressed local knowledge forms (Fomunyam, & Teferra, 2017;Mckay, 2018), "stress an integrated and inclusive curriculum that embraces diversity" (Schmidt, 2017, p. 370), while at the same time encouraging local and community participation in school administration (Maharajh et al, 2016). The current curriculum comprises the Curriculum and Assessment Policy Statement (otherwise known as CAPS).…”

Section: Adequate Curriculummentioning

confidence: 99%

Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

Iwu

2021

AJOTE

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This study was undertaken with the aim of understanding how newly qualified female teachers perceive teaching practicum in the South African context. Teaching Practicum is a vital component of the initial teacher education (ITE) programme because it enriches future teachers’ knowledge, skills and abilities towards a lifelong career in the teaching profession. Teachers make valuable contributions to the growth of any nation as they help produce future leaders. It is therefore necessary to have a competent teaching workforce to improve pass rates as well as reduce dropout rates among learners. The study took the qualitative deductive premise making use of semi-structured interviews to collect data from more than 30 novice teachers. Key words, which helped in the identification of themes, were distilled from the responses. A core overall finding of the study point to a mix of experiences - benefits and shortcomings - which not only affect the development of prospective teachers but also have profound implications for both policy enhancement and implementation. Regarding policy enhancement and implementation, it is suggested that universities and schools where novice teachers are posted for teaching practice should have good relations for support advancements. In this case, it is advised that the novice teachers should be exposed to critical mentoring opportunities to allow for clearer understanding of the real classroom scope. This study believes that for this to be fruitful, schools should among others be well-equipped. Suggestions for further research are also flagged. .

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“…Economic responsiveness deals with engineering education's ability to train qualified professionals in various sectors of the economy (Fomunyam & Teferra, 2017). Fomunyam and Teferra argued that being economically sensitive would not only make students earn degrees, but will also make them very qualified and ready for real-world jobs and build swift workplace solutions.…”

Section: Deconstructing the Concept Of Responsivenessmentioning

confidence: 99%

“…Engineering education is always changing with new technologies and methods of carrying out projects, and therefore it is necessary to structure engineering education in Africa in such a way that African engineers can cope with any new challenges and innovations in this area. Fomunyam and Teferra (2017) argued that in order to be disciplinary sensitive to engineering education, it must be up-to -date with regard to field research and also organized in ways that are relevant to everyday life, particularly because information is largely for application. Africa's disciplinary responsive engineering education will ensure that its curriculum covers recent developments in the engineering world, and will also encourage students to think globally to ensure organizational success.…”

Section: Deconstructing the Concept Of Responsivenessmentioning

confidence: 99%

“…Finally, the capacity of engineering education to respond to the individual needs of the students is pedagogical or learning responsiveness. Fomunyam and Teferra (2017) thought that there are often different students in each classroom with different needs and abilities about teaching and learning. Thus, engineering education should be organized in such a way that it will adapt to individual learners ' needs, without which learning could not take place.…”

Section: Deconstructing the Concept Of Responsivenessmentioning

confidence: 99%

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Theory of Practice as Alternative Pathway for Responsiveness in Engineering Education in Africa

Fomunyam¹

2020

International Journal of Engineering Research and Technology

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Engineering education is the job of teaching the engineering skills and principles practical practice. It is also one of African education systems' most important engines and pillars, as well as a key factor in maintaining social growth and development. But despite how important engineering education is for the African continent as a whole, there is still a serious problem in applying practice to most of the things taught to engineering students on the continent. It may be true that nothing is more practical than a good theory but it is important to put a good theory into practice for the growth of engineering education in Africa, but it is never easy. Moreover, in recent times engineering education in Africa remains unresponsive to today's workplace demands imposed on engineering graduates. A number of studies and cross-examinations were conducted with the objective of suggesting effective ways and methods by which African engineering education can be responsive and match other established continents on earth. Despite these efforts of numerous writers, scholars and researchers in the field of critical engineering education in Africa, much remains to be desired, as on the continent education in engineering remains largely unresponsive to the realities of today. Thus, this study suggests and explores that practice theory can be used as an alternative path to achieving responsiveness in African engineering education. Ultimately, the study concludes that the interweaving of theory with practice becomes much closer to achieving responsiveness than the norm for engineering education in Africa. This can be accomplished by offering class lessons, tutorials, assignments, and exams that are more genuine, realistic, and practical, i.e., resembling more real-life issues, and that background should in most cases be aligned with real-life situations.

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Curriculum responsiveness within the context of decolonisation in South African higher education

Abstract: Abstract

Cited by 40 publications

References 6 publications

Decolonisation in the field of public administration: The responsiveness of the scholarship of teaching and learning

Decolonisation in the field of public administration: The responsiveness of the scholarship of teaching and learning

Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

Theory of Practice as Alternative Pathway for Responsiveness in Engineering Education in Africa

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