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n Besinning oor 'n pedagogies-verantwoordbare skoolkurrikulum vir multikulturele Suid-Afrika
Tesis (M. Ed.) -- Universiteit van Stellenbosch, 1990.
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| Other Authors: | |
| Format: | Thesis |
| Language: | Afrikaans |
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Stellenbosch : Stellenbosch University
2012
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| _version_ | 1867614113824243713 |
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| access_status_str | Open Access |
| author | Dreyer, Laurie |
| author2 | Steyn, J. C. |
| author_browse | Dreyer, Laurie Steyn, J. C. |
| author_facet | Steyn, J. C. Dreyer, Laurie |
| author_sort | Dreyer, Laurie |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Tesis (M. Ed.) -- Universiteit van Stellenbosch, 1990. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/68878 |
| institution | Stellenbosch University (South Africa) |
| language | Afrikaans |
| last_indexed | 2026-06-10T12:46:52.985Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2012 |
| publishDateRange | 2012 |
| publishDateSort | 2012 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/68878 n Besinning oor 'n pedagogies-verantwoordbare skoolkurrikulum vir multikulturele Suid-Afrika Dreyer, Laurie Steyn, J. C. Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Multicultural education -- South Africa Curriculum planning Education -- South Africa -- Curricula Dissertations -- Education Tesis (M. Ed.) -- Universiteit van Stellenbosch, 1990. The changes currently taking place in South Africa leads to the questioning of the relevancy of the South African school curriculum. The complexity of heterogeneous societies puts forward more and more demands on formal education and by implication on the curriculum. It is quite clear that the contents of the present South African curriculum is somewhat out of touch with the South African society and that the curriculum as such will have to undergo fundamental changes. A historical review of the development of the South African curriculum points out the influence of the classical curriculum on its South African counterpart. The first schools to be opened in South Africa were only intended to get better service from the children of local slaves. Although other schools were presently opened and the religious aspect stressed, the South African curriculum could never escape its classical character. The classical curriculum remained despite several attempts at change. The modern curriculum has to comply with pedagogical accountable norms. Such a curriculum will always strive towards the aim of proper educand maturity. The curriculum can be judged by curriculum criteria in relation to the essentiality of the child, criteria aimed at the educational aims as well as the needs of society. In the South African situation there are three discernable curriculum models — the Academical model, the Vocational model and a Political model. The first two models comply with several of the requirements set forth by the various curriculum criteria but not all. The political model, with “Peoples Education” as example, stands to serve politics only and as such is totally out of touch with the requirements of education as it is traditionally practised. There is a definite need for guidelines to which a South African curriculum will have to comply in order to address the requirements of a pedagogical accountable curriculum. The business sector, as potential employers, also has an interest in the education process. Definite reconciliation will have to come about between classical-formal education and the vocational model. The educational aim, will in all probability, always remain the same but because the future for which the child is educated, constantly changes it will bring about changes in the way the aim is operationalised. The intellectual development of the child will have to be contained as a priority by education, but the economical needs of society as well as their cultural aspirations will also have to be addressed. The cultural differences of our multicultural land is a pedagogical inevitability. It is therefore obvious that provision will have to be made for a core-curriculum with provision for the possibility to culturally differentiate content. The present crisis being experienced in the South African education by implication questions the wisdom of persevering with a curriculum which is clearly out of touch with the requirements of a modern multicultural society. Not one of the present curriculum models in South Africa passes the test set by curriculum criteria as a whole. Arising from the aforesaid it is subsequently recommended that the curriculum must be thoroughly revised and the necessary changes brought about swiftly. Masters 2012-08-27T12:26:48Z 2012-08-27T12:26:48Z 1990 Thesis http://hdl.handle.net/10019.1/68878 af Stellenbosch University 109 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Multicultural education -- South Africa Curriculum planning Education -- South Africa -- Curricula Dissertations -- Education Dreyer, Laurie n Besinning oor 'n pedagogies-verantwoordbare skoolkurrikulum vir multikulturele Suid-Afrika |
| title | n Besinning oor 'n pedagogies-verantwoordbare skoolkurrikulum vir multikulturele Suid-Afrika |
| title_full | n Besinning oor 'n pedagogies-verantwoordbare skoolkurrikulum vir multikulturele Suid-Afrika |
| title_fullStr | n Besinning oor 'n pedagogies-verantwoordbare skoolkurrikulum vir multikulturele Suid-Afrika |
| title_full_unstemmed | n Besinning oor 'n pedagogies-verantwoordbare skoolkurrikulum vir multikulturele Suid-Afrika |
| title_short | n Besinning oor 'n pedagogies-verantwoordbare skoolkurrikulum vir multikulturele Suid-Afrika |
| title_sort | n besinning oor n pedagogies verantwoordbare skoolkurrikulum vir multikulturele suid afrika |
| topic | Multicultural education -- South Africa Curriculum planning Education -- South Africa -- Curricula Dissertations -- Education |
| url | http://hdl.handle.net/10019.1/68878 |
| work_keys_str_mv | AT dreyerlaurie nbesinningoornpedagogiesverantwoordbareskoolkurrikulumvirmultikulturelesuidafrika |