Curriculum reform in South Africa: more time for what?


Show simple item record Shay, Suellen Wolff, Karin Clarence-Fincham, Jennifer 2019-02-06T08:51:06Z 2019-02-06T08:51:06Z 2016
dc.identifier.citation Shay, S., Wolff, K., Clarence-Fincham, J. 2016. Curriculum reform in South Africa: more time for what?. CriSTaL. 4; 1; 74-88. en_ZA
dc.identifier.issn 2310-7103
dc.description.abstract In 2013 the Council on Higher Education (CHE) released a proposal for the reform of South Africa’s undergraduate degree arguing that all current 3-year degrees and diplomas, as well as 4-year Bachelor’s degrees be extended by one year with an additional 120 credits. This paper argues that the structure proposed provides the conditions for a different kind of curriculum that enables epistemic access and development. The paper firstly offers a set of theoretical tools for conceptualising this enabling curriculum structure. Secondly, drawing on the CHE exemplars, the paper makes explicit the general curriculum reform principles that underpin the enabling structure. Finally, the paper describes how these reform principles translate into qualification-specific curriculum models which enable epistemic access and development. This research is an important contribution to the next phase of curriculum reform in South Africa, what we refer to as a ‘new generation’ of extended curricula. en_US
dc.language.iso en en_US
dc.source CriSTaL en_US
dc.subject Curriculum reform en_US
dc.subject extended curriculum programmes en_US
dc.subject epistemic access en_US
dc.subject Knowledge structures en_US
dc.subject transformation en_US
dc.title Curriculum reform in South Africa: more time for what? en_US
dc.type Journal Article en_US
dc.publisher.faculty Centre for Higher Education Development en_US
dc.publisher.department Dean's Office: CHED en_US
dc.source.journalvolume 4 en_US
dc.source.journalissue 1 en_US
dc.source.pagination 74-88 en_US

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