Global Trends in Local Contexts: a South African perspective on competence debates

Christie, Pam

doi:10.1080/0159630970180104

Cited by 10 publications

(4 citation statements)

References 22 publications

(23 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some trace its roots to behavioural psychology associated with B.F. Skinner; others to mastery learning as espoused by Benjamin Bloom; some associate OBE with the curriculum objectives of Ralph Tyler; yet another claim is that OBE derives from the competency education models associated with vocational education in the UK (Mahomed, 1996). In South Africa, the most immediate origins of OBE are in the competency debates followed in Australia and New Zealand (Christie, 1995), which animated training and development discussions in the Congress of South African Trade Unions (COSATU), which eventually appeared in documents of the National Training Board (such as the National Training Strategy Initiative) and, subsequently, crystallised in the National Qualifications Framework (NQF). It was largely the result of deliberations within the NQF to integrate education and training that the debate on competencies was extended to education.…”

Section: Introductionmentioning

confidence: 99%

Curriculum Reform in South Africa: a critical analysis of outcomes‐based education

Jansen

1998

Cambridge Journal of Education

188

View full text Add to dashboard Cite

Since South Africa's first national democratic elections in 1994, the Government of National Unity has issued several curriculum-related reforms intended to democratise education and eliminate inequalities in the post-apartheid education system. The most comprehensive of these reforms has been labelled outcomes-based education (OBE), an approach to education which underpins the new Curriculum 2005. While the anticipated positive effects of the new curriculum have been widely heralded, there has been little criticism of these proposals given the social and educational context of South African schools. In this article the philosophical, political and implementational dilemmas of OBE are systematically analysed and assessed.

show abstract

Section: Introductionmentioning

confidence: 99%

Curriculum Reform in South Africa: a critical analysis of outcomes‐based education

Jansen

1998

Cambridge Journal of Education

188

View full text Add to dashboard Cite

show abstract

“…There are a number of axes of tension regarding the notion of competencies as they are interpreted and enacted in different ways and with different intentions in different contexts. Drawing on an international perspective regarding the notion of competencies offered by Barnett (1994), and a South African perspective offered by Christie (1997), the authors propose three challenges for a quality approach to competence.…”

Section: A Critical Perspective On Competenciesmentioning

confidence: 99%

Chapter 13: Emergent Curriculum and Sustainability Competencies in Environmental Learning

Mkhabela¹,

Schudel²

2021

Teaching and Learning for Change: Education and Sustainability in South Africa

View full text Add to dashboard Cite

show abstract

“…The first major post-apartheid shift in the curriculum was the radical outcomes-based curriculum called Curriculum 2005 (C2005) for the primary school up to Grade 9 (Department of Education, 1997). The regulative discourse informing this were the imperatives for transformation, redress and access, for a symbolic break from Apartheid and the strong influence from labour for a competence-based curriculum that integrated education and training (Christie, 1997). History was integrated with geography into a learning area called Human and Social Sciences (HSS).…”

Section: Snapshot 2: 1997-2001 (Curriculum 2005)mentioning

confidence: 99%

Remaking history: The pedagogic device and shifting discourses in the South African school history curriculum

Bertram

2020

Y&T

View full text Add to dashboard Cite

This article uses Bernstein's pedagogic device as a framing heuristic to trace the shifts in the South African school history curriculum from 1995-2019. The article focuses on how the instructional and regulative discourses have changed over the past 25 years. The instructional discourse refers to the selection, sequencing, pacing and assessment of knowledge, while the regulative discourse refers to the rules that create social order. I map the curriculum shifts onto the broader policy discourses, such as the competence framework of outcomes-based education (which informed the South African curriculum from 1997 to 2011), the performativity and accountability discourse which emerged after 2012 and the discourses of decolonisation that strengthened after 2015. This article aims to tell the story of how the history curriculum reforms reflect the broader regulative discourses and to show the relationships between the official and pedagogical recontextualising fields. The story is a detailed case study of how curriculum design is influenced by selection logics that are both internal and external to the discipline of history, which reflects curriculummaking as a process fraught with tensions and fractures.

show abstract

Global Trends in Local Contexts: a South African perspective on competence debates

Cited by 10 publications

References 22 publications

Curriculum Reform in South Africa: a critical analysis of outcomes‐based education

Curriculum Reform in South Africa: a critical analysis of outcomes‐based education

Chapter 13: Emergent Curriculum and Sustainability Competencies in Environmental Learning

Remaking history: The pedagogic device and shifting discourses in the South African school history curriculum

Contact Info

Product

Resources

About