We know students learn science concepts better when their learning is embedded in real-world issues. But teachers are currently not well prepared to teach science in this way.
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Articles on Curriculum review
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Ignoring local realities risks excluding children from learning.
The draft version of the revised Australian Curriculum has caused much controversy since it was released in April this year. And many wonder what the point is of having a national curriculum at all.
What Kenya should focus on is providing in-service professional development to improve student learning outcomes.
Through their exposure to new trends in knowledge production, African academics in the diaspora can contribute to equipping African students for the global economy.
Decolonising mathematical sciences is possible. The answer lies in rediscovering existing African examples of teaching maths and including them in the Western body of knowledge.
The NSW government will review the K-12 curriculum over the next 18 months. Simplistic approaches may suggest reducing the number of subjects, but this would be a backward step.
Curriculum structure and flexibility can play a crucial role in students’ progression and success.
A new education system in set to replace the 32-year-old 8-4-4 system which has come to symbolise much of what’s wrong with education in Kenya today.
There are other ways to conduct meetings and present lectures. Could adopting, adapting or even just understanding more about these help universities to release colonialism’s grip on their practices?
It’s easy to understand why the government treats each student demand as distinct. But these are complex issues and they are intertwined.
The push for decolonisation could ironically end up trapping universities in a colonised curriculum.
There are a few questions that can be posed and unpacked if universities are to move towards genuine decolonisation.
More than two decades after apartheid ended, South African universities still tend to offer a view of the country and continent that is rooted in colonial and apartheid thinking.
When students are genuinely listened to and understood, and their proposed solutions to problems are taken seriously, real change can happen in university faculties.
Psychologists drew historically from theories of social Darwinism and eugenics to espouse the hierarchical categorisation of people into race groups.
Knowledge is power. If you own it, you can control those without it. Since so much knowledge about Africa doesn’t sit on the continent, it’s apparent that Africa lacks power in this regard.
Decolonising the curriculum is far more nuanced than replacing theorists and authors. Universities first need to define how they approach the development and dissemination of curricula.
The decolonisation debate in South Africa’s universities raises critical issues about the relationship between power, knowledge and learning.
Kenya has realised that its school-leavers aren’t ready for the world of work. An ambitious plan aims to change this.
Top contributors
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Emeritus professor, The University of Western Australia
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Academic Staff Development Lecturer, Centre for Higher Education Development, University of Cape Town
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Research Associate in Higher Education Policy and Planning, Ali Mazrui Centre for Higher Education Studies, University of Johannesburg
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South African Research Chair in Teacher Education; Director of Centre for International Teacher Education (CITE) & Professor of International Education and Development Policy (University of Sussex, UK), Cape Peninsula University of Technology
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Associate Professor in the Department of Occupational Therapy, University of Cape Town
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Academic Development
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Professor, School of Education, University of Southern Queensland
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Senior Lecturer in Education Development, University of Cape Town
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Associate Professor of Education Policy and the Future of Schooling, The University of Melbourne
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Interim Head of the Health Sciences Education Department, University of Cape Town
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Professor, Department of Physics and Astronomy, University of the Western Cape
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Professor of English Language Teaching and Literacy Development, Rhodes University
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Senior lecturer, University of Sydney
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Senior Manager: National Standards and Reviews, University of Zululand
