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South African Journal of… | 5 |
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Peer reviewed
Kraak, Andre – South African Journal of Higher Education, 1996
Describes the current South African university curriculum and degree structure, and proposes a new, more flexible model of academic progression that aims to improve articulation within the university system and between vocational/technical and higher education. The model is also intended to satisfy an emerging labor market need for more graduates…
Descriptors: Academic Standards, Admission Criteria, Articulation (Education), Bachelors Degrees
Peer reviewed
Goduka, Ivy N. – South African Journal of Higher Education, 1996
Examines efforts to affirm diversity in higher education in South Africa and the United States. Suggests that to achieve a pluralistic approach, higher education must develop a clear understanding of diversity and group ethos, challenge basic ideologies and assumptions, teach healing, promote diversity throughout curriculum and institutional…
Descriptors: Change Strategies, College Curriculum, Comparative Education, Cultural Pluralism
Peer reviewed
Naidoo, Kammila – South African Journal of Higher Education, 1996
Argues that college students are generally less dependent and more motivated to learn than is generally assumed, based on a survey of 252 third-year University of South Africa students. Recommends that academic departments find new ways of accommodating learner self-direction, re-examine traditional teaching paradigms, and continuously evaluate…
Descriptors: Adult Learning, Change Strategies, Course Content, Curriculum Design
Peer reviewed
Higgs, L. G. – South African Journal of Higher Education, 1998
Describes the transformation of the philosophy of the teacher education program at the University of South Africa from a traditional, fundamental pedagogical approach to a pluralistic problem-centered approach that encourages trainees to develop their own creative potential. Course outlines and anticipated outcomes are included. (Author/MSE)
Descriptors: Case Studies, Change Strategies, Course Content, Course Descriptions
Peer reviewed
Claassen, C. – South African Journal of Higher Education, 1998
Describes a new outcomes-based teacher-education curriculum being introduced in South Africa, noting its compatibility with complexity theory, which advocates self-organization, unpredictability, and randomness. While outcomes-based education is criticized for being behavioristic, for its prescriptiveness, for its rejection of modernism's…
Descriptors: Change Strategies, Curriculum Development, Educational Change, Educational Philosophy