Curriculum reform in post-1990s sub-Saharan Africa
SOURCE: International Journal of Educational Development
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2008
TITLE AUTHOR(S): L.Chisholm, R.Leyendecker
KEYWORDS: CURRICULUM DEVELOPMENT, EDUCATIONAL REFORM, SUB-SAHARAN AFRICA
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 4997
HANDLE: 20.500.11910/5681
URI: http://hdl.handle.net/20.500.11910/5681
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2008
TITLE AUTHOR(S): L.Chisholm, R.Leyendecker
KEYWORDS: CURRICULUM DEVELOPMENT, EDUCATIONAL REFORM, SUB-SAHARAN AFRICA
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 4997
HANDLE: 20.500.11910/5681
URI: http://hdl.handle.net/20.500.11910/5681
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This article uses both primary and secondary sources to examine why learner-centredness, outcomes- and competency-based education and national qualifications frameworks were favourably received at local level in sub-Saharan Africa but have not resulted in widespread change in classroom practice. It argues that they found local favour because they were not entirely new ideas, and were ambiguous enough to be seen as key vehicles for achieving not so much educational, as economic, social and political goals. It suggests that the failure of implementation could lie in expectations that education would lead to transformation without paying necessary attention to implementation and capacity.-
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