Reflecting on the development of context-relevant teaching tools using local and indigenous knowledge
SOURCE: Procedia: Social and Behavioral Sciences
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2014
TITLE AUTHOR(S): T.Letsekha, L.Wiebesiek-Pienaar, T.Meyiwa
KEYWORDS: EDUCATION, INDIGENOUS KNOWLEDGE SYSTEMS
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 8209
HANDLE: 20.500.11910/2445
URI: http://hdl.handle.net/20.500.11910/2445
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2014
TITLE AUTHOR(S): T.Letsekha, L.Wiebesiek-Pienaar, T.Meyiwa
KEYWORDS: EDUCATION, INDIGENOUS KNOWLEDGE SYSTEMS
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 8209
HANDLE: 20.500.11910/2445
URI: http://hdl.handle.net/20.500.11910/2445
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Schooling in South Africa is structured according to the Revised National Curriculum Statement (RNCS) for Grades R to 9 and the National Curriculum Statement (NCS) for Grades 10 to 12. The National Curriculum outlines the skills and abilities that learners should achieve in order to exhibit the prescribed outcomes for each Learning Area and grade, but it does not prescribe the subject content or tools to be used to teach these skills and abilities. This paper reflects on the journey of three researchers involved in a study that aims to develop context-relevant teaching tools using indigenous and local knowledge's in collaboration with local teachers and community members, to be utilised in seven schools, in Cofimvaba in the Eastern Cape.-
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