‘From OBE to C2005 to RNCS’: Are we still on track?

Pudi, Thabo I.

doi:10.1080/18146620608540445

Cited by 9 publications

(4 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This can also explain why 79% of the respondents indicated that they were teaching hazards and disasters in their classrooms. Pudi (2006) noted that teachers only teach what is prescribed by paraphrasing a comment made by one of the educator respondents in his study. The respondent stated that:…”

Section: Concern 3: To What Extent Are Children In the South African School Education System Taught About Hazards And Disasters?mentioning

confidence: 94%

Disaster Risk Reduction through school learners’ awareness and preparedness

Rambau

Beukes

Fraser

2012

Jàmbá: Journal of Disaster Risk Studies

View full text Add to dashboard Cite

In 2006, the ISDR (International Strategy for Disaster Reduction) (2007) initiated a campaign called Disaster Risk Reduction Begins at School to encourage the integration of disaster risk education into school curricula in countries vulnerable to disasters. A study was initiated to determine how education, in particular curriculum development and teaching, contributes to South African learners’ hazard awareness and disaster preparedness. Mixed method research (consisting of questionnaires, interviews and document reviews) was done to collect data. 150 educators from Gauteng, the Western Cape, KwaZulu-Natal, North West and the Eastern Cape completed questionnaires. Five curriculum coordinators, three disaster specialists and two disaster lecturers were interviewed to record their perspectives. The first finding of the study was that the majority of educators, disaster specialists and curriculum coordinators identified floods, fire, droughts, epidemics, road accidents and storms as the most prevalent disasters in the country. The second finding from the literature and empirical data collection revealed that South African communities, particularly people residing in informal settlements and other poor areas, are more vulnerable to disasters than their counterparts in more affluent areas. The third finding of the study was that teaching learners about hazards and disasters is vital and must be expanded.

show abstract

Section: Concern 3: To What Extent Are Children In the South African School Education System Taught About Hazards And Disasters?mentioning

confidence: 94%

Disaster Risk Reduction through school learners’ awareness and preparedness

Rambau

Beukes

Fraser

2012

Jàmbá: Journal of Disaster Risk Studies

View full text Add to dashboard Cite

show abstract

“…The government presented the OBE curriculum as assisting with the competitive demands of the global labour market and enabling learners to be at the centre of teaching and learning and learn at their individual pace. This is what the liberal position would agree with, but it would have recommended better and more meaningful support and development to improve future implementation (Pudi 2006). The Marxist position would emphasise that such a globally aligned OBE curriculum was biased against the poor disadvantaged schools and teachers (Spreen 2001).…”

Section: Analysing Existing Educational Inequalities: the Advantage Of The Post-structuralist Positionmentioning

confidence: 94%

The Persistence of South African Educational Inequalities: The Need for Understanding and Relying on Analytical Frameworks

Clercq

2020

EAC

View full text Add to dashboard Cite

It is acknowledged that educational inequalities persist in South Africa 25 years after the advent of democracy in 1994, but the debate about the causes and solutions to poor education performance continues. Could the education system be fundamentally improved and mitigate somewhat the socio-economic inequalities from one generation to another? This article argues that the debate will benefit from the use of theoretical frameworks about the role of education in society, especially since many analyses do not engage explicitly with theories. This article summarises the theoretical debates to remind scholars about the need to compare and explore the arguments of different theoretical paradigms on the role of education and assist sociology of education teaching. It concludes with analytical examples, which argue that the best explanatory power comes from the post-structuralist theoretical position.

show abstract

“…In 2002, South Africa modified the C2005 2 curriculum to the Revised National Curriculum Statement (RNCS). Many teachers saw the C2005 and the RNCS as two distinct curricula, rather than the RNCS as a reform of the C2005 (Pudi 2006 , p. 101). The core OBE elements of the C2005 are still retained in the RNCS, but curriculum materials were more precise (Junge 2017 , p. 419; Chisholm 2015 , p. 409).…”

Section: Historical and Socio-cultural Developments Of The Education ...mentioning

confidence: 99%

(Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa

Kretzer

Oluoch-Suleh

2022

SN Soc Sci

View full text Add to dashboard Cite

Education systems are globally reformed to focus more on competencies and be more pupil-centred. Post-colonial countries like Kenya and South Africa face severe educational challenges regarding access, language policy and the quality of education. Both countries share a colonial history under the British Empire. South Africa rolled out its Outcomes-Based Education (OBE) curriculum, but soon reformed and later changed it substantially to the new Curriculum and Assessment Policy Statement (CAPS). Kenya implemented their Basic Education Curriculum Framework (BECF) only recently in 2017, which represents a Competency-Based Curriculum (CBC). Both curricula do not have language policy as a priority, although many children in both countries have very limited exposure and competencies in English, the dominant language of learning and teaching (LoLT) in Kenya and South Africa. They can read English words in lessons, but quite often cannot explain their meaning. A semi-systematic literature review was conducted to analyse common or similar and different patterns in both countries as well as the academic representation of it. Together with own previous research, the study revealed that ideally language policy and curricular reforms need to be addressed simultaneously.

show abstract

‘From OBE to C2005 to RNCS’: Are we still on track?

Cited by 9 publications

References 3 publications

Disaster Risk Reduction through school learners’ awareness and preparedness

Disaster Risk Reduction through school learners’ awareness and preparedness

The Persistence of South African Educational Inequalities: The Need for Understanding and Relying on Analytical Frameworks

(Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa

Contact Info

Product

Resources

About