Curriculum reform in South Africa: more time for what?

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dc.contributor.authorShay, Suellen
dc.contributor.authorWolff, Karin
dc.contributor.authorClarence-Fincham, Jennifer
dc.date.accessioned2019-02-06T08:51:06Z
dc.date.available2019-02-06T08:51:06Z
dc.date.issued2016
dc.description.abstractIn 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.identifier.apacitationShay, S., Wolff, K., & Clarence-Fincham, J. (2016). Curriculum reform in South Africa: more time for what?. <i>CriSTaL</i>, 4(1), 74-88. http://hdl.handle.net/11427/29342en_ZA
dc.identifier.chicagocitationShay, Suellen, Karin Wolff, and Jennifer Clarence-Fincham "Curriculum reform in South Africa: more time for what?." <i>CriSTaL</i> 4, 1. (2016): 74-88. http://hdl.handle.net/11427/29342en_ZA
dc.identifier.citationShay, 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.issn2310-7103
dc.identifier.ris TY - Journal Article AU - Shay, Suellen AU - Wolff, Karin AU - Clarence-Fincham, Jennifer AB - 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. DA - 2016 DB - OpenUCT DP - University of Cape Town IS - 1 J1 - CriSTaL KW - Curriculum reform KW - extended curriculum programmes KW - epistemic access KW - Knowledge structures KW - transformation LK - https://open.uct.ac.za PY - 2016 SM - 2310-7103 T1 - Curriculum reform in South Africa: more time for what? TI - Curriculum reform in South Africa: more time for what? UR - http://hdl.handle.net/11427/29342 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/29342
dc.identifier.vancouvercitationShay S, Wolff K, Clarence-Fincham J. Curriculum reform in South Africa: more time for what?. CriSTaL. 2016;4(1):74-88. http://hdl.handle.net/11427/29342.en_ZA
dc.language.isoenen_US
dc.publisher.departmentDean's Office: CHEDen_US
dc.publisher.facultyCentre for Higher Education Developmenten_US
dc.sourceCriSTaLen_US
dc.source.journalissue1en_US
dc.source.journalvolume4en_US
dc.source.pagination74-88en_US
dc.source.urihttp://cristal.epubs.ac.za/index.php/cristal
dc.subjectCurriculum reformen_US
dc.subjectextended curriculum programmesen_US
dc.subjectepistemic accessen_US
dc.subjectKnowledge structuresen_US
dc.subjecttransformationen_US
dc.titleCurriculum reform in South Africa: more time for what?en_US
dc.typeJournal Articleen_US
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