Browsing by Author "Carl, Arend E."

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    Missional theological curricula and institutions
    (AOSIS OpenJournals, 2014-08) Du Preez, Kruger Phillippus; Hendriks, Hans Jurgens; Carl, Arend E.
    The article argues in favour of an all-embracing missional framework for curriculum development for theological institutions. When the curriculum of a subject such as ecclesiology has a missional hermeneutic, it will naturally lead to missional congregations. The authors use issues raised by the Network for African Congregational Theology (NetACT) institutions and the decisions of the Third Lausanne Congress in Cape Town (2010) as reference points in this article. They argue for a broad understanding of the concept ‘missional’ and are of the opinion that curricula that are integrative, normative, contextual and missional will lead to spiritual maturity and will result in a positive impact on church and society as a whole. The missio Dei as the work of the Trinitarian God is seen as being God’s initiative. The incarnational model of Jesus Christ forms the basis for a theology and missiology where humility, vulnerability and servanthood play a pivotal role in curricula. An appeal is made for holistic missions with a strong emphasis on social engagement and the inclusion of community development. The Holy Spirit is seen as the empowering presence of the missio Dei, and the role of pneumatology in missional curriculum development is underscored. Theological institutes should become ‘proclamation’ institutions. Curricula should be ecumenical by nature and should include reaching the unreached and unengaged people groups. Theological education by extension is presented as an alternative way of decentralised theological education. Intradisciplinary and/or interdisciplinary implications: The article calls for theology to be done with a missional hermeneutic, both intradisciplinarily and interdisciplinarily. The article involves theology and education and calls for all disciplines dealing with community development to collaborate.
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    Onderwysers in die Wes-Kaap se persepsies en belewing van huidige onderwysveranderinge vir : of teen?
    (SUN MeDIA Bloemfontein, 2007) Carl, Arend E.
    Within the context of the South African education system, teachers have been confronted with extensive curriculum changes over the past 10 years. The role of the teacher is vital in the successful implementation of new curricula. How do teachers experience and perceive the curriculum changes which have confronted them? An investigation was undertaken into these aspects of change, specifically with regard to Grade 10-12 teachers, who have been exposed to the introduction of the new National Senior Certificate curriculum since 2006. Important findings were made regarding both teachers’ perceptions of the recent curriculum changes. The main argument of this article is that teachers’ perceptions do not necessarily indicate that they are negative about these changes or that they resist them, but that they are influenced by other factors.
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    Research into curriculum development at ten theological institutions of reformed tradition in Sub-Saharan Africa linked to NetACT
    (Pieter de Waal Neetlhling Trust, 2013) Du Preez, Kruger P.; Hendriks, Hans Jurgens; Carl, Arend E.
    Between 2006 and 2013 an empirical study of the curriculum development (CD) of ten NetACt theological institutions of Reformed tradition in sub-Sahara Africa was done. The researchers visited all the campuses and did curriculum development workshops (CDW) with the institutions. Questionnaires addressing worldview, value systems, missional direction, contextualisation and educational principles were used to get basic information. The research found positive learning environments on the campuses with dedicated lecturers and students. The curricula reflect that suffcient attention is given to modernism, secularism, urban and rural evangelism while a deliberate attempt is made to improve the analytical thinking skills of the students. HIV and AIDS courses are found on every campus and there is a new awareness of the importance of Community Development. However, the research also found that the curricula do not reflect emphasis on issues like poverty and children ministry. The majority of the institutions admit to discrimination against women. Nearly all institutions used curricula copied and adapted from Western institutions and added new material on an ad-hoc basis. In many cases there are no written outcomes for modules, no assessment plan and in general a lack of quality control. The success stories of the NetACt curriculum workshops are told and useful recommendations are made for the improvement of curricula.
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    Underperformance in social studies in grades 5–7 in Namibian primary schools : a case study
    (The South African Society for History Teaching, 2017) Carl, Arend E.; Negumbo, Theopolina A. N.
    This article focuses on the challenges of learners’ underperformance in Social Studies in Namibia. The study investigated the possible factors that may contribute to learners’ underperformance in Social Studies in the selected schools. The following research question guided the investigation: What are the possible causes of underperformance of learners in Social Studies in Grades 5–7 at primary schools in Namibia? The aim was thus to investigate the possible factors which may contribute to learners’ underperformance in Social Studies. Data were collected from selected teachers and principals via questionnaires and semi-structured interviews, lesson observations and an analysis of appropriate documents. Different data collection methods were used to assure the validity and reliability of the research through triangulation. Triangulation was used through the collection of data by means of questionnaires, interviews, observation, an analysis of relevant documents and a literature review. A number of factors that constitute obstacles and inhibit performance were identified. In addressing the challenges in the teaching and learning of Social Studies, teachers need to be empowered to address these factors and implement the curriculum effectively. Findings from the data identified a number of possible causes for the underperformance of learners and recommendations are made to address these problems.