1887

oa South African Journal of Science - Educating scientists in South Africa in the 21st century - science correspondence

Volume 115 Number 11-12
  • ISSN : 0038-2353
  • E-ISSN: 1996-7489

 

Abstract

In South Africa, teaching science at a tertiary institution faces a particular confluence of societal forces which can be seen as a major threat to the educational effort. These forces include strong pressure from the government to accept a mark of 30% at the school exit level as ‘university entrance’; a call for a decolonised curriculum; and an increasing prevalence of conversation around the Fourth Industrial Revolution. These then translate rather crudely into a sense that we have students who are less prepared, aiming to achieve preparation for a job market no-one knows about, using a curriculum that we have to make up from scratch. Of course, to put it in these terms is to both trivialise the issue and to problematise it in such a way that we have no recourse other than to sit around wringing our hands, lamenting for the good old days when we were students.

Loading full text...

Full text loading...

Loading

Article metrics loading...

/content/journal/10520/EJC-1b534fc173
2019-11-01
2020-09-26

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error