From History to Human and Social Sciences: The New Curriculum Framework and the End of History for the General Education and Training Level.

Autor/in	Seleti, Yonah
Institution	Natal Univ., Durban (South Africa). Education Policy Unit.
Titel	From History to Human and Social Sciences: The New Curriculum Framework and the End of History for the General Education and Training Level.
Quelle	(1997), (83 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-86840-252-5
Schlagwörter	Apartheid; Course Descriptions; Curriculum Development; Curriculum Problems; Foreign Countries; History Instruction; Political Issues; Secondary Education; Social Sciences; Teacher Role; South Africa + Suchen Sie Ihr Suchwort? Kursstrukturplan; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; History lessons; Geschichtsunterricht; Politischer Faktor; Sekundarbereich; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Lehrerrolle; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Seen as a vehicle for transforming the pre-tertiary education and training system of South Africa, the new Curriculum Framework of 1997 looks to empower people for participation in a democratic society. This paper contends that, although the Curriculum Framework policy document articulates the need for a partnership between parents, teachers, the private sector, and the state in curriculum development, the claims that the process has made to being democratic and empowering have been put to the test and largely found wanting. The paper locates the process of curriculum formulation in South Africa in the wider context of the politics of transition from apartheid to the new democratic dispensation. In the paper, a broad outline of the National Qualifications Framework (NQF) serves as a backdrop for discussions on the development of the history curriculum. According to the paper, the "acid test" for the NQF is how the system will be implemented, considering that there are many factors involved in its implementation. The paper specifically examines the proposed changes to the history curriculum and the process followed in effecting those changes. Further, the paper argues that the crisis facing the history curriculum is merely a reflection of wider crises and contradictions that have been part of the transition. Also explored are the state centered initiatives to reformulate the history syllabi and the struggle to organize teachers to participate in curriculum issues at the national level and in KwaZulu-Natal. A list of acronyms and a glossary of terms are provided. Appendixes contain materials about the National Curriculum Development Committee (NCDC) program of action, an Local Area Committee for Human and Social Services (LAC:HSS) members list, a list of essential outcomes, learning area outcomes, and specific outcomes. (BT)
Anmerkungen	Education Policy Unit, University of Natal, Durban 4041, South Africa; Tel: 031-260-2607.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC