USD $158.00
Curriculum Development and Evaluation
Curriculum Components in Action
Series:
Much has been written about successful curricula for/of the fourth/Fifth Industrial Revolution (4/5IR). The written work has been dominated by a contestation between content-driven approaches (professional needs) and outcomes-driven approaches (societal needs). The contestation between these approaches misses the production of conclusive curriculum components that underpin a successful digitalised curriculum for/of the 4/5IR. The contestation further misses a pragmatic curriculum, which is capable of addressing individual-unique needs. As such, this book concentrates on curriculum components that underpin a successful digitalised curriculum for/of the 4/5IR. It further discusses curriculum components for/of a pragmatic curriculum that harmonises between the two dominating approaches.
Contributors are: Bongani Boy Dlamini, Reuben S. Dlamini, Terrie Jwan Sella, Simon Bhekumuzi Khoza, Dumisa C. Mabuza, Makhulu A. Makumane, Dumsani W. Mncube, Cedric Bheki Mpungose, Sandile Ngcobo, Makhosazana E. Shoba, and Lerato Hlengiwe Sokhulu.
Contributors are: Bongani Boy Dlamini, Reuben S. Dlamini, Terrie Jwan Sella, Simon Bhekumuzi Khoza, Dumisa C. Mabuza, Makhulu A. Makumane, Dumsani W. Mncube, Cedric Bheki Mpungose, Sandile Ngcobo, Makhosazana E. Shoba, and Lerato Hlengiwe Sokhulu.
Simon Bhekumuzi Khoza (PhD) is a university distinguished teacher, full professor, NRF rated-researcher, and top 100 world rated education scientist of Curriculum and Educational Technology at the University of KwaZulu-Natal, South Africa. He has several high international indexed publications and has graduated several PG students.
Makhulu Alice Makumane (PhD) is a head of department and senior lecturer at the National University of Lesotho in the Faculty of Education. She has published book chapters and journal articles in peer reviewed and accredited journals.
Cedric Bheki Mpungose is a full professor of Curriculum and Instructional Studies at the University of South Africa. He has published book chapters and journal articles in peer reviewed and high indexed accredited journals. He has graduated several postgraduate (M.Ed/PhD) students.
Makhulu Alice Makumane (PhD) is a head of department and senior lecturer at the National University of Lesotho in the Faculty of Education. She has published book chapters and journal articles in peer reviewed and accredited journals.
Cedric Bheki Mpungose is a full professor of Curriculum and Instructional Studies at the University of South Africa. He has published book chapters and journal articles in peer reviewed and high indexed accredited journals. He has graduated several postgraduate (M.Ed/PhD) students.
List of Figures and Tables
Notes on Contributors
Introductory Scope of the Book
1 Curriculum Rationale as Witnessed by Scholarly Publications to the Rescue of Educating
S. B. Khoza
2 An Equilibrated Use of Factual, Social, and Pragmatic Content to the Rescue of French Foreign Language Teachers in Lesotho
M. A. Makumane and S. Ngcobo
3 Digital Education Resources and Equity Impacting Learning, Pedagogy, and Curriculum Implementation: A Critical Reflection
R. S. Dlamini
4 Instructional Time: When Are You Teaching?
D. W. Mncube
5 Who Do Educators Teach in the Classroom?
D. C. Mabuza and B. B. Dlamini
6 Formulating Instructional Objectives and Learning Outcomes: Lecturer’s Perspectives
S. T. Jwan
7 Academics’ Responses to COVID-19 and 4IR Resources for Authentic E-Assessment
S. B. Khoza and C. B. Mpungose
8 Untangling the Quandary of the Teacher’s Role in the Curriculum Enactment Space
D. D. Dlamini and D. C. Mabuza
9 Teaching Activities: The ‘Nuts and Bolts’ of Teaching the Speaking Skill
M. E. Shoba
10 Exploring the Learning Environments Utilised in Higher Education: A Literature Review Study
L. H. Sokhulu
Concluding through Implications
Index
Notes on Contributors
Introductory Scope of the Book
1 Curriculum Rationale as Witnessed by Scholarly Publications to the Rescue of Educating
S. B. Khoza
2 An Equilibrated Use of Factual, Social, and Pragmatic Content to the Rescue of French Foreign Language Teachers in Lesotho
M. A. Makumane and S. Ngcobo
3 Digital Education Resources and Equity Impacting Learning, Pedagogy, and Curriculum Implementation: A Critical Reflection
R. S. Dlamini
4 Instructional Time: When Are You Teaching?
D. W. Mncube
5 Who Do Educators Teach in the Classroom?
D. C. Mabuza and B. B. Dlamini
6 Formulating Instructional Objectives and Learning Outcomes: Lecturer’s Perspectives
S. T. Jwan
7 Academics’ Responses to COVID-19 and 4IR Resources for Authentic E-Assessment
S. B. Khoza and C. B. Mpungose
8 Untangling the Quandary of the Teacher’s Role in the Curriculum Enactment Space
D. D. Dlamini and D. C. Mabuza
9 Teaching Activities: The ‘Nuts and Bolts’ of Teaching the Speaking Skill
M. E. Shoba
10 Exploring the Learning Environments Utilised in Higher Education: A Literature Review Study
L. H. Sokhulu
Concluding through Implications
Index
This book is of relevant for early-career-academics and post-graduate students in Education disciplines.