Globalisation and the curriculum: Proposals for the integration of education and training in South Africa

Christie, Pam

doi:10.1016/s0738-0593(96)00061-2

Cited by 21 publications

(11 citation statements)

References 7 publications

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“…The bias towards secondary schools reflects the greater accessibility and reliability of learner outcome data at the secondary level while the bias towards urban schools reflected the greater ease with which these schools could be accessed by the team. The bias was not inconsistent with project aims however, insofar as there is some evidence that township schools as a whole under-perform compared to their rural counterparts, and that this is related to the historical legacy of the breakdown of teaching and learning in townships during the last years of apartheid and with the subsequent legacy of politically motivated violence (Christie, 1997).…”

Section: The Studymentioning

confidence: 94%

Key Dimensions of Effective Leadership for Change: A Focus on Township and Rural Schools in South Africa

Ngcobo

Tikly

2010

Educational Management Administration & Leadership

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The article identifies key dimensions of effective leadership for change in historically disadvantaged, township and rural schools in South Africa. It is based on original case study research in 13 schools in Kwa-Zulu Natal. Although the sample included mainly township and rural primary and secondary schools it also included a smaller sample of historically advantaged formerly White, Indian and 'Coloured' schools. All schools were selected on the basis of high academic achievement and success in implementing change. Effective leadership styles were found to be contingent on context. Rather than providing a fixed set of characteristics the dimensions provide a framework against which the nature of effective leadership in the sample schools is analysed and compared. It is argued that although many aspects of effective leadership are similar to those reported in the wider international literature, they assume a specific form and emphasis related to contexts of disadvantage in South Africa.

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Section: The Studymentioning

confidence: 94%

Key Dimensions of Effective Leadership for Change: A Focus on Township and Rural Schools in South Africa

Ngcobo

Tikly

2010

Educational Management Administration & Leadership

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“…A major positive result of globalisation is the improvement in technology that brings a world of information to your fingertips. These learners can broaden their horizons about news worldwide and essential information about countries other than their own [40], through technology's progression, the different role players in lifelong learners life.…”

Section: Globalisation Lifelong Learning and Teachingmentioning

confidence: 99%

Lifelong Learning in the Age of Data: Opportunities and Policy Impact

Dichaba¹

2021

J. Intellect. Disabl. Diagn. Treat.

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Lifelong learning as a concept and academic field of study is growing, particularly in developing countries. In South Africa, lifelong learning means to respond to socio-economic and political challenges through continuous learning. The capacity buildings at adulthood in developing countries require proper policy management and implementation. This article provides insights into the conceptual understanding of lifelong learning from a policy angle and argued for data transformation in education for South Africa to achieve sustainable development. Thus, the analysis includes unravelling the meaning of lifelong learning broadly and from different contexts. Methodologically, a number of secondary data, statistics, and documentary information were used to provide evidence of policy problems in the study of lifelong learning in the education system of South Africa. This article concludes that the conceptual meaning of lifelong learning is context-bound, and as a result, different interpretation or policy interventions on the issue of lifelong learning are shaping the education policy globally and the economy of South Africa in particular.

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“…Since the late 1970s and early 1980s, government and civil society had started mobilising for a curriculum renewal strategy. Beginning in 1989, officials of the apartheid Department of National Education sought to devise new curriculum policies to align with international trends and to rationalise existing curriculum in terms of relevance while avoiding duplication of content (Christie, 1996). These included the formulation of a Curriculum Model for South Africa (Department of National Education, 1991a) and the Education Renewal Strategy approved by the Committee of Heads of Education Departments (Department of National Education, 1991b).…”

Section: Curriculum 2005: An Unexpected Experiment?mentioning

confidence: 99%

Jonathan Jansen and the Curriculum Debate in South Africa: An Essay Review of Jansen’s Writings Between 1999 and 2009

Maodzwa–Taruvinga

2012

Curriculum Inquiry

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South Africa's attainment of democracy in 1994 culminated in an educational reform anchored on an outcomes-based curriculum which was initially labelled Curriculum 2005 (C2005). The reform process and ensuing policy was rooted in labour movement debates and informed by the outcomes-based education (OBE) experiences in Australia and New Zealand. The policy was soon viewed by some as an anachronistic albatross, with built-in contradictions that would eventually lead to its demise. It lasted 12 years after surviving heated contestation from a wide academic and political spectrum. This essay review concentrates on Jonathan Jansen's critique and perspectives on OBE policy and its implementation in South Africa as articulated in his various writings between 1999 and 2009. His seminal "thesis" on why OBE would fail started a public debate that would attract other South African scholars into what would become one of the most important and captivating debates in the last decades of educational reform in developing countries. Jansen engages with issues of policy, knowledge, curriculum and pedagogy in a postconflict society. He proposes what we can refer to as an epistemology of empathy that takes seriously the experiences of both the victims and the perpetrators of apartheid (including their descendants) and proposes a post-conflict "pedagogy of reconciliation."My thesis is that OBE will fail . . . because this policy is being driven in the first instance by political imperatives which have little to do with the realities of classroom life.

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Globalisation and the curriculum: Proposals for the integration of education and training in South Africa

Cited by 21 publications

References 7 publications

Key Dimensions of Effective Leadership for Change: A Focus on Township and Rural Schools in South Africa

Key Dimensions of Effective Leadership for Change: A Focus on Township and Rural Schools in South Africa

Lifelong Learning in the Age of Data: Opportunities and Policy Impact

Jonathan Jansen and the Curriculum Debate in South Africa: An Essay Review of Jansen’s Writings Between 1999 and 2009

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