oa The Journal of Independent Teaching and Learning - Arguments for implementing project-based learning

Volume 2, Issue 1
  • ISSN : 1818-9687



This paper focuses on the value of project-based learning for addressing the challenges of 'policy driven curriculum change', in an attempt to foster inter- and cross-disciplinary teaching and learning, and the integrated assessment of learners. This exploration was undertaken at the Durban University of Technology (DUT). This is an institution grappling with several challenges, including the demands of current higher education legislation, national quality assurance criteria, and the merger of two former technikons with significantly different resources, cultures and staff racial profiles. DUT is also facing increasing pressure for curriculum integration and teaching, learning and assessment methods designed to improve learner performance. Working within this framework, and a transformational outcomes based approach to curriculum design, some departments within DUT are exploring the introduction of project-based learning as a methodology that provides opportunities for learners to become actively engaged in classroom and workplace learning, working on real interdisciplinary projects with genuine constraints and parameters in order to transform learning, thus ensuring that learners are more critically literate, independent and articulate.

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