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ERIC Number: EJ1247524
Record Type: Journal
Publication Date: 2020
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1941-5257
EISSN: N/A
"Jika iMfundo": A South African Study of 'Turning Education around' through Improved Curriculum Coverage
Pillay, Venitha
Professional Development in Education, v46 n2 p229-244 2020
This article is empirically embedded in data collected from a professional development programme titled "Jika iMfundo," aimed at changing teacher's classroom practice. "Jika iMfundo" means 'to turn education around' in isiZulu, a South African language that is widely spoken in the province of KwaZulu-Natal. The programme was implemented in selected teaching districts and focused on increased curriculum coverage as a lever for improving learning outcomes. Conceptually, the article draws on writing about the centrality of the instructional core for sustainable education change and is supported by the view that practical classroom activities with visible effects on learning, is likely to change teachers' classroom practices. The conclusion verifies the importance of learner activity as a measure of learning, especially in the absence of formal assessments. Additionally the study showed that teachers welcomed the level of structure of the programme and liked knowing exactly what was to be done, how and when to do it. This may be of particular significance in developing contexts with limited resources and where schools are frequently subjected to political and economic vicissitudes.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A