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By Piet Naude, Nico Cloete

Better schooling in Southern Africa has confronted exceptional switch during the last few years in Namibia and Mozambique post-colonial platforms have needed to be formed opposed to the backdrop of dramatic political and socio-economic advancements, whereas in South Africa a post-apartheid method, which goals to redress pas inequalities and reply to the desires of a democratic society, is rising. A story of 3 international locations - a collaborative attempt by means of colleagues from Namibia, Mozambique and South Africa - argues that the guts of upper schooling transformation lies within the curriculum. The textual content strikes from in-depth discussions of the theoretical matters at stake, to case reviews and real curriculum transformation efforts within the Social Sciences. It presents an perception into how international questions in better schooling resembling epistemic values, the relation among college and society, modes of information construction, educational governance buildings, and ordinary measure results are contextualised in South Africa. a person attracted to the quick relocating debate on universities will locate this assortment a important discussion associate.

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Extra resources for A Tale of Three Countries: Social Sciences Curriculum Transformations in Southern Africa

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The imperatives of democracy mean that important questions and considerations come 44 Section 1 • Social Sciences 25/7/03 9:04 am Page 45 Towards a Responsive Curriculum into play. Firstly, the concerns of various sectors in society impact on how the national budget gets distributed. ). The second has to do with accountability. A democratic society is expected to justify its investment in education. Thus, the question arises: what return does the country derive from its investment in higher education?

The Dreyfus model elucidates the importance of context-based experience in making the qualitative jump from analytical rationality to intuitive understanding and expert judgement, thereby enabling the design of a learning process and teaching practice that incorporates multiple forms of rationality, multiple types of learning and multiple sources of knowledge. Socially engaged knowledge generation in action A socially engaged approach to knowledge generation, as advocated here, incorporates the notions of learning as a staged development process, the learning process and as cyclical in form, with learning and practical benefits to be derived from the ongoing oscillation between theory and practice, reflection and action, and so on.

The outcome of this process must be fed back into teaching and learning practice, curriculum and theory. With the assistance of practitioners in the project team, a strategy should be designed to ‘package’ and disseminate knowledge in such a way that it adds value to society. Academics may become involved in implementation in practice, but only up to a point. Once an initiative becomes self-sustainable, academics should withdraw. They should not become the practitioners, even though they should seek to maintain the relationship, be involved in monitoring, and seek opportunities for a new cycle of knowledge generating engagement with practice.

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