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ERIC Number: EJ989936
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1011-3487
Reframing Curriculum and Pedagogical Discourse in Universities of Technology
Ntshoe, I.
South African Journal of Higher Education, v26 n2 p198-213 2012
This articles aims to demystify curriculum and pedagogical discourses and related practices of sectoral occupational fields and qualifications of universities of technology (UoTs). The article takes issue with the academic tradition which emphasises distinctiveness of UoT as a sector that should focus exclusively on applied knowledge that is fixed to practice. This I do by exploring unconventional theoretical and conceptual epistemes to undergird curricula and pedagogic discourses in UoTs. The article makes a case for a conscious shift towards a knowledge-based approach to embed offerings, curriculum, pedagogy, teaching, learning and assessment. I argue that the current emphasis on the applied knowledge devoid of conceptual knowledge base and the principle of matching in UoTs is one-dimensional. I further argue that competence- and outcomes-based models have inherent shortcomings to drive curriculum change, and therefore propose the conceptual and contextual approach to strengthen the knowledge base of offering and programmes of UoTs. (Contains 2 notes.)
Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa