Curriculum EDES211

Curriculum and pedagogy in developing country contexts

Prof. Simon Bheki. Khoza

khozas@ukzn.ac.za

Dr Lokesh Maharajh
maharajhlr@ukzn.ac.za
 Schools in South Africa
• 80% of schools are under-resourced, no-fee schools,
low-performing, “schools for the poor”…;
• 20% of schools are well-resourced, ex Model C
schools, high-performing, “schools for the rich”…;

• 50 TVET Colleges with open access…

• 5 Research-intensive Universities, 6 Universities of
Technology, and 15 Comprehensive Universities (26)
80% well-resourced and 20% under-resourced…
• UCT = 268, Wits = 275, SU = 429, UKZN = 477, UP = 578 https://cwur.org/2020-21.php
Universities in South Africa
University Type Province
Stellenbosch University (SUN) Research-intensive Western Cape (WP)

University of Cape Town (UCT) Research-intensive Western Cape (WP)

University of KwaZulu-Natal (UKZN) Research-intensive KwaZulu-Natal (KZN)

University of Pretoria (UP) Research-intensive Gauteng (GP)

University of the Witwatersrand (Wits) Research-intensive Gauteng (GP)

Cape Peninsula University of Technology (CPUT) Technology Western Cape (WP)

Central University of Technology (CUT) Technology Free State (FS)

Durban University of Technology (DUT) Technology KwaZulu-Natal (KZN)

Mangosuthu University of Technology (MUT) Technology KwaZulu-Natal (KZN)

Tshwane University of Technology (TUT) Technology Gauteng (GP)

Vaal University of Technology (VUT) Technology Gauteng (GP)

 Universities…
Nelson Mandela University (NMU) Comprehensive Eastern Cape (EC)

North West University (NWU) Comprehensive North West (NW)

Rhodes University (RU) Comprehensive Eastern Cape (EC)

Sefako Makgatho Health Sciences University (SMHSU) Comprehensive Gauteng (GP)

Sol Plaatje University (SPU) Comprehensive Northern Cape (NC)

University of Fort Hare (UFH) Comprehensive Eastern Cape (EC)

University of Johannesburg (UJ) Comprehensive Gauteng (GP)

University of Limpopo (UL) Comprehensive Limpopo (Lim)

University of Mpumalanga (UMP) Comprehensive Mpumalanga (Mpu)

University of South Africa (UNISA) Comprehensive Gauteng (GP)

University of the Free State (UFS) Comprehensive Free State (FS)

University of the Western Cape (UWC) Comprehensive Western Cape (WP)

University of Venda (UniVen) Comprehensive Limpopo (Lim)

University of Zululand (UniZulu) Comprehensive KwaZulu-Natal (KZN)

Walter Sisulu University (WSU) Comprehensive Eastern Cape (EC)

Curriculum Approaches (WHAT IS IT?)
Plan for teaching/learning (document) or Plan of teaching/learning (experienced)

Traditional (CONTENT-CENTRED) Outcomes-driven (LEARNER-

(Know-What Questions) CENTRED) (Know-How Questions)
• INSTRUMENTAL, • COMMUNICATIVE,
• TECHNICAL, • PRACTICAL,
• VERTICAL, • HORIZONTAL,
• PERFORMANCE, • COMPETENCE OR OUTCOMES-BASED,
• QUALIFICATION, • SOCIALISATION,
• COLLECTION, • INTEGRATED,
• POSITIVIST, or FORMALISM • INTERPRETIVIST or CONSTRUCTIVIST
• INSTRUCTIONAL, • TRANSFORMATIONAL,
• BUREAUCRATIC SYSTEMS, • DEMOCRATIC PROCESSES,
• PROFESSIONAL NEEDS… • SOCIETAL NEEDS…

PRAGMATIC OR PERSONAL NEEDS… (Know-

Who questions for Why questions)
 Curriculum Approaches
Concept Traditional/Performance Curriculum Competence/Outcome-based Curriculum

Reason Qualification Socialisation

Knowledge or School, Scientific, or uncommon sense (prescribed Everyday or Common-sense (content generated by
content from subjects/professions). learners and teachers through class activities).
Content

Pedagogy Focus on the subject content to be taught (content- Focus on the learners (learner-centred, and acquisition
centred, teacher-dominant, drilling, “chalk and talk”, skills through group-work…)
rote and surface learning, collective chanting, chorus,
copywriting, and whole class production of knowledge
at a lower level with opportunity for evaluation of
individual abilities and needs).

Learner Has little control and not all can learn – SUBJECT Has control and all learners can learn by -
PRESCRIBED CONTENT. OUTCOMES.

Teacher Instructor Facilitator

Assessment Summative assessment - Specific performance criteria Peer assessment - General competence criteria & focus
& focus on Absences – Failure if not complete/correct. on Presences – No Failure.
 

Goals Objectives Outcomes

Platform Clearly marked Anywhere

Ideology Bureaucratic progressivism Pedagogical progressivism

 Knowledge generation and positioning

School, Scientific, or Uncommon Everyday or Common-sense

sense knowledge knowledge
Purposely learnt from subject disciplines or Randomly learnt from conversations
professions overheard, TV, punishment, praise…
 

Systematically from simpler concepts/tasks to Unsystematic – in bits and pieces

complex concepts/tasks

Written – more continuity over time Oral – difficult to hold onto and repeat

Generalises to be true for many different Practical and concrete - Context

contexts  

Facts - research Opinion – personal and local

National curriculum Based on Family, community, context or/and
culture
 The qualities of the quality education by
World bank (1999) and UNESCO (1990)

•(1) healthy, well-nourished and motivated students;

•(2) well-trained teachers and active learning techniques;
•(3) adequate facilities and learning materials;
•(4) a relevant curriculum that can be taught and learned in a local
language and builds upon the knowledge and experience of the
teachers and learners;
•(5) an environment that not only encourages learning but is
welcoming, gender-sensitive, healthy and safe;
•(6) a clear definition and accurate assessment of learning
outcomes, including knowledge, skills, attitudes and values;
•(7) participatory governance and management; and
•(8) respect for and engagement with local communities and
cultures.
 Some reasons for the failure
of reforms
1. Positioning and learning subject content knowledge as the function of self-
actualisation, critical thinking and high skills level of development were missing in
both these.
2. Why in developing countries? Donor organisations, …disguised as “better
education”, international “policy borrowing”,
3. Impact of the reforms: The most dominating child-centred, student-centred,
learner-centred constructivism and social constructivism lacked details of actual
practices and effect on students’ academic outcomes. Superficial practices of
competence-based curriculum while traditional with cultural practices persisted.
Poor training of teachers to understand the concepts of these curricula or pedagogies.
4. Effective curricula and pedagogies: five dominant methodologies found in
classrooms in developing countries were considered: 1) chalk and talk; 2) practice,
questions, feedback and discussion; 3) independent seatwork (including copying); 4)
groupwork; and 5) projects.
5. Theorising pedagogy and knowledge: Knowledge debate has involved pedagogy
forms…
THANK YOU VERY
MUCH