Chapter one of this study outlines some of the problems encountered in education today, with
particular reference to the 'relevance gap'. This is taken to mean that the education which learners
receive does not adequately prepare them for life, i.e. academic life, social life and their later
career. The South African scenario is described briefly, with the focus on English language
teaching and learning. The importance of English language skills is underlined. This chapter also
includes a discussion on the writer's awareness of the problem, the research proposal, aims and
method of the study plus a definition of terms.
The next chapter argues that the curriculum is at the centre of the education endeavour and
indicates that a relevant curriculum is one that (a) is dynamic, (b) focuses on the learner, (c)
considers the context within which and for which the learning takes place and (d) includes all the
relevant role-players and stakeholders in its design and development. A set of guidelines for
developing and implementing a relevant curriculum, are then suggested based on this assumption.
This is followed by a description of the traditional curriculum model, as proposed by Robert Zais
(1976), and the outcomes-based approach to curriculum design, development and implementation
proposed by William Spady (1993). The latter formed the basis for the development of
Curriculum 2005 currently being implemented in South Africa. This section serves to illustrate the
differences between these two approaches with regard to the principles underlying the approaches
and the elements which determine the structure of the curriculum.
In chapter four the researcher attempts to evaluate the traditional curriculum and the outcomesbased
approach descn"bed in Chapter 3 on the basis of the guidelines for a relevant curriculum
outlined previously, i.e. to what degree do these two models satisfy the need for:
* a dynamic curriculum which is true to life and responsive to changes within society;
* a focus on learner needs and aptitudes;
* a careful consideration of the context within which and for which the learning is taking place;
and
* the inclusion of the relevant stakeholders and role-players in its design, development and
implementation. / Curriculum and Instructional Studies / M. Ed. (Didactics).
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/17229 |
| Date | 06 1900 |
| Creators | Lombard, Ilse |
| Contributors | Van der Horst, Helen |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (viii, 172 leaves) |
Page generated in 0.0028 seconds