Alternative ways of implementing the curriculum.

Autor/inn/en	Ndlovu, Emily Mangwaya; Khoza, Simon Bheki
Titel	Alternative ways of implementing the curriculum.
Quelle	Aus: Fomunyam, Kehdinga George (Hrsg.); Khoza, Simon Bheki (Hrsg.): Curriculum theory, curriculum theorising, and the theoriser. The African theorising perspective. Leiden: Brill Sense (2021) S. 320-334 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 332-334
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-90-04-44792-9; 978-90-04-44793-6; 978-90-04-44794-3
DOI	10.1163/9789004447943
Schlagwörter	Bildungsforschung; Curriculum; Curriculumentwicklung; Afrika
Abstract	Theories of curriculum implementation have tended to adopt models developed by the Global North, such as the research, development, and diffusion model, the social interaction model, and the problem-solver orientation. While these models have been useful in enabling scholars to understand curriculum implementation in general, they have not adequately addressed some key dimensions in curriculum implementation in the African context. Van den Akker (2003) proposes taking into account a number of concepts when implementing the curriculum. This chapter focuses on one of the central concepts - vision - which is divided into three propositions (namely, societal, personal, and professional force) used in the context of implementing curriculum in African secondary schools. The concept of vision impacts on the implementation of a curriculum. The societal force, in this chapter, acknowledges that schools are part of society, hence they should teach knowledge which particular societies espouse. Schools should, in a way, prepare learners for both the existing society, and society as it adapts to changes which may affect it. The personal force focuses on learners' individual needs, as well as the different teaching styles adopted by teachers as they implement the curriculum. The professional force, in this chapter, refers to "the what to teach" and the various ways in which it is packaged. An analysis of how the aforementioned forces influence implementation may shed light on considerations to take into account when developing alternative ways of implementing the curriculum in Zimbabwe in particular, and Africa, in general.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2024/1