Kurrikulumkonsultasie in Suid-Afrikaanse primere skole
Date
1997-03
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : Stellenbosch University
Abstract
AFRIKAANSE OPSOMMING:
Suid - Afrika is tans in 'n transformasiestadium, ook wat onderwysvoorsiening
betref. Daar heers veral 'n strewe na die voorsiening van gelyke
onderwysvoorsiening vir alle leerders. 'n Visie van lewenslange leer is onlangs op
nasionale vlak geformuleer sodat alle belanghebbendes op 'n gesnoerde wyse kan
bydra tot gelyke onderwysvoorsiening. Om hierdie visie te realiseer, word daar 'n
uitkomsgerigte kurrikulumbenadering met behulp van 'n Nasionale
Kwalifikasieraamwerk beoog. Alle leerders sal in die toekoms erkenning kry vir
vorige leerervaring, ongeag waar dit verwerf is. lndien leerders dus bewys kan lewer
van hulle bekwaamheid, kan hulle aansoek doen om 'n kwalifikasie op 'n sekere vlak
van die Nasionale Kwalifikasieraamwerk te verwerf. Alhoewel die Nasionale
Kwalifikasieraamwerk eers vanaf graad 9 direkte implikasies vir
skoolvlakkurrikulumontwikkeling inhou, behoort onderwysers van primere skole
kennis te neem van uitkomsgerigte kurrikulumontwikkeling, aangesien die leerlinge
gaandeweg voorberei moet word op uitkomsgerigte onderrigleer.
Kurrikulurnkonsultasie. soos wat dit in hierdie studie voorgehou word, se hooffokus
is dus op uitkomsgerigte kurrikulumontwikkeling op primere skoolvlak. Die proses
is geldig en relevant aangesien dit gerig word deur die beginsels van die Nasionale
Kwalifikasieraamwerk, asook sekere beginsels van kurrikulumontwikkeling. Om
verdere geldigheid aan 'n proses van kurrikulumkonsultasie te verleen, is daar 'n
ontleding gemaak van aanwysers van uitnemende primere skole. Indien
kurrikulumkonsultasie hydra tot die ontwikkeling van die aanwysers sal daar verdere
geloofwaardigheid aan die proses toegeeien kan word.
Alhoewel kurrikulumkonsultasie beoog om onderwysers met 'n konsultasieproses tot
'n hoe vlak van kurrikulumbekwaamheid te ontwikkel, speel didaktiese
kurrikulummateriaal as konsultasieproduk ook 'n dinamiese rol. Didaktiese
kurrikulumateriaal sluit materiaal in wat kurrikuluminligting aan die implementeerders van uitkomsgerigte bied, sodat die proses van kurrikulumontwikkeling 'n volhoubare
proses sal wees, selfs nadat kurrikulumkonsultasie gestaak het. Een vorm van
didaktiese kurrikulummateriaal is onderrigrnodules wat gebruik word tydens
kurrikulumkonsultasie vir mikrovlak-kurrikulurnontwikkeling. In 'n ernpiriese
vraelysondersoek, is daar vasgestel dat onderrig- modules beduidend hydra tot die
ontwikkeling van die rneeste aanwysers van uitnernende prirnere skole. Juis daarom
rnaak 'n proses van kurrikulumkonsultasie gebruik van 'n modulere
kurrikulumbenadering om die laasgenoernde aanwysers te help ontwikkel.
Uitkomsgerigte onderrigleer op primere skoolvlak behoort egter kurrikulumreglynig
ge"irnplementeer te word, sodat 'n proses van deurlopende evaluering op 'n geldige
wyse voltrek kan word. Dit beteken dat daar 'n verband tussen die geskrewe, die
onderrigte en die ontvangde kurrikulum rnoet wees. 'n Proses van
kurrikulumkonsultasie bewerkstellig hierdie verband deur rniddel van ander tipes
kurrikulummateriaal soos 'n kurrikulumvisie- en missie, 'n kurrikulumbeleid,
vakvisies-en missies, vakrasionale, eenheidstandaarde, module-uitkomstes en
sertifiseringsraamwerke.
Hierdie materiaal hied aan onderwysers die nodige kurrikulurninligting om
uitkomsgerigte kurrikulurnontwikkeling op 'n verantwoordelike wyse te irnplementeer.
Hierdie studie is by uitstek op die primere skoal van toepassing en behoort van groot
waarde te wees by diegene wat 'n ems het aan dinamiese kurrikulumontwikkeling.
Die praktykgerigtheid rnaak van die srudie 'n bruikbare bron tydens onderrigleiding.
ENGLISH ABSTRACT: The present (1996) South African process of transformation also involves the provision of education. In particular, there is a striving towards providing equal education to all learners . This aim is clearly made known by the National Department of Education through the vision of life-long learning set for the RSA. Curriculum restructuring aimed at facilitating the realisation of this vision is taking place, with aligned contribution towards equal provision of education by all interested parties. An exiting development that accompanies the restructuring of the curriculum involves the dissemination of curriculum information for the successful implementation of outcomes based curriculum development. The National Qualification framework will play a determining role in creating a broad curriculum structure within which this process is to be followed. Teachers teaching in primary schools need to take note of this , as pupils must gradually be prepared for outcomes based teaching and learning. It is clear that comprehensive curriculum challenges are in the offing and that teachers need to be capable of meeting these challenges. This might demand that they be empowered with the appropriate knowledge of the curriculum and curriculum skills. Curriculum consultation in South African primary schools can provide a particular contribution in this regard. That a paradigm shift should take place to ensure relevance and excellence, is also essential. Knowledge of the curriculum is the basis from which excellence can be achieved in curriculum consultation. Excellent primary schools measure up to particular determinants, namely excellent teaching and learning, ethos and partnerships, leadership and management and accountability. From these determinants particular essentials were identified, and an empirical investigation was undertaken by means of a questionnaire. The aim was to determine the extent to which didactic curriculum material as a component of curriculum consultation contributes towards achieving excellence. Although curriculum consultation envisages a developmental process by means of which teachers can achieve a high level of curriculum skill, didactic material plays a prominent role during the process. Teaching modules used for curriculum consultation at micro level represent one fonn of curriculum material . The results of the empirical research questionnaire showed that teaching modules can contribute significantly to the development of most of the indicators of excellence in primary schools. This is precisely why a process of curriculum consultation makes use of the modular approach to the curriculum to faci litate the development of these indicators. Outcomes based curriculum development implemented at primary school level should, however, be consistent with the curriculum, so that the process of continuous evaluation can be concluded relevantly. This requires that the relationship between the written, the taught and the received curriculum must be clear. A process of curriculum consultation can be accomplished through setting up a curriculum vision and mission, a curriculum policy, subject visions and missions, subject rationales, standards of unity, module outcomes, and certifying frameworks . This setting out provides teachers with the necessary curriculum infonnation to implement outcomes based curriculum development in a justifiable manner. This study is particularly relevant to the primary school and should be of great value to those who are seriously interested in dynamic curriculum development. In the end a framework within which a process of curriculum consultation in South African primary schools can contribute to the achievement of excellence may be postulated.
ENGLISH ABSTRACT: The present (1996) South African process of transformation also involves the provision of education. In particular, there is a striving towards providing equal education to all learners . This aim is clearly made known by the National Department of Education through the vision of life-long learning set for the RSA. Curriculum restructuring aimed at facilitating the realisation of this vision is taking place, with aligned contribution towards equal provision of education by all interested parties. An exiting development that accompanies the restructuring of the curriculum involves the dissemination of curriculum information for the successful implementation of outcomes based curriculum development. The National Qualification framework will play a determining role in creating a broad curriculum structure within which this process is to be followed. Teachers teaching in primary schools need to take note of this , as pupils must gradually be prepared for outcomes based teaching and learning. It is clear that comprehensive curriculum challenges are in the offing and that teachers need to be capable of meeting these challenges. This might demand that they be empowered with the appropriate knowledge of the curriculum and curriculum skills. Curriculum consultation in South African primary schools can provide a particular contribution in this regard. That a paradigm shift should take place to ensure relevance and excellence, is also essential. Knowledge of the curriculum is the basis from which excellence can be achieved in curriculum consultation. Excellent primary schools measure up to particular determinants, namely excellent teaching and learning, ethos and partnerships, leadership and management and accountability. From these determinants particular essentials were identified, and an empirical investigation was undertaken by means of a questionnaire. The aim was to determine the extent to which didactic curriculum material as a component of curriculum consultation contributes towards achieving excellence. Although curriculum consultation envisages a developmental process by means of which teachers can achieve a high level of curriculum skill, didactic material plays a prominent role during the process. Teaching modules used for curriculum consultation at micro level represent one fonn of curriculum material . The results of the empirical research questionnaire showed that teaching modules can contribute significantly to the development of most of the indicators of excellence in primary schools. This is precisely why a process of curriculum consultation makes use of the modular approach to the curriculum to faci litate the development of these indicators. Outcomes based curriculum development implemented at primary school level should, however, be consistent with the curriculum, so that the process of continuous evaluation can be concluded relevantly. This requires that the relationship between the written, the taught and the received curriculum must be clear. A process of curriculum consultation can be accomplished through setting up a curriculum vision and mission, a curriculum policy, subject visions and missions, subject rationales, standards of unity, module outcomes, and certifying frameworks . This setting out provides teachers with the necessary curriculum infonnation to implement outcomes based curriculum development in a justifiable manner. This study is particularly relevant to the primary school and should be of great value to those who are seriously interested in dynamic curriculum development. In the end a framework within which a process of curriculum consultation in South African primary schools can contribute to the achievement of excellence may be postulated.
Description
Thesis (D.Ed.)--Stellenbosch University, 1997.
Keywords
Curriculum planning -- South Africa, Curriculum change -- South Africa, Education, Primary -- South Africa -- Curricula, Dissertations -- Education