Skoolwetenskappe se reaksie op die uitdagings vir voedselproduksie in die 21e eeu

Le Grange, Lesley (2013-12-11)

CITATION: Le Grange, L. 2013. Skoolwetenskappe se reaksie op die uitdagings vir voedselproduksie in die 21e eeu. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 32(1), Art. #775, doi: 10.4102/satnt.v32i1.775.

The original publication is available at http://www.satnt.ac.za

Article

Die aard van voedselproduksie het in die 21ste eeu verander. Dit is vanweë veranderende eetgewoontes te wyte aan globalisering en verstedeliking, sowel as klimaatsverandering soos veranderende reënvalpatrone, skommelings in temperatuur, ensovoorts. Druk op beide die aanvraag en voorsiening van voedselsekuriteit, sowel as wat presies benodig word om voedselsekuriteit te waarborg, word in hierdie artikel bespreek. Voorts word daar ook besin oor die rol wat opvoeding kan speel om toekomstige uitdagings aangaande voedselsekuriteit te takel. Dit is gedoen aan die hand van ’n ondersoek van die Kurrikulumen Assesseringsbeleidverklaring (KABV) vir Lewenswetenskappe om sodoende die geleenthede vir opvoeding rakende voedselproduksie te bepaal. Die verkenning bevind dat voedselsekuriteit ingesluit is as tema in KABV vir Lewenswetenskappe en dat geleenthede vir opvoeding in verband met uitdagings rakende voedselproduksie en -voorsiening wel geskep word. Besorgdheid word egter ook uitgespreek oor die beperkings wat ’n voorskriftelike, inhoudsgebaseerde en toetsgedrewe kurrikulum op die kwaliteit van die leerervaring in verband met voedselproduksie, -voorsiening en -sekuriteit kan hê.

The nature of food production has changed in the 21st century. This is the consequence of changing eating habits due to globalization and urbanization, as well as the effects of climate change such as variable rainfall, fluctuations in temperature, and so on. In this article both the pressures that demand and supply exercise on food security are discussed, as well as what exactly might be necessary to ensure food security. Furthermore, the role that education could play in meeting the challenges of food security is explored by examining the extent to which the CAPS for Life Sciences in South Africa provide opportunities for learners to be educated to cope with future challenges related to food production. The exploration finds that food security is included as a theme in CAPS for Life Sciences and that opportunities are therefore provided for learners to be educated about the challenges related to food production and supply. But, the article also raises concern about the limits that a prescriptive, content-based and test-driven curriculum might have on the quality of the learning experience with respect to the food production, supply and security.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/94032
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