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Reconceptualising Curriculum And Assessment In Universities Of Tehchology In South Africa

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dc.contributor.author Molomo, Pulane, Adelaide
dc.date.accessioned 2021-10-12T10:00:03Z
dc.date.available 2021-10-12T10:00:03Z
dc.date.issued 2019
dc.identifier.uri http://hdl.handle.net/11462/2303
dc.description Thesis en_US
dc.description.abstract This study sought to examine lecturers’ perceptions on curriculum design and modes of assessment within a differentiated system in universities of technology (UoTs) in South Africa. This research project is predominantly qualitative and adopts an interpretive approach during data collection. Selection of participants consisted of three purposively selected HoDs, fourteen lecturers from different faculties, most of whom come from industries, and twelve purposively selected undergraduate students. A purposive sampling technique was used in the selection of data. Data were collected by using an interview schedule for staff, observation, and questionnaires for students, including document analysis. A thematic analysis was used to sort data qualitatively into emerging themes. It was found that curriculum design and assessment, which integrates theory and practice whilst placing theoretical knowledge at the centre of the curriculum, contributes towards developing students’ analytical abilities pertinent to social justice issues and innovative skills. The findings further showed the importance of recognising the uniqueness of the role of universities of technology in comparison with traditional universities in integrating theory and practice that enables the application of knowledge. This study concludes that students’ success during the pedagogic encounter depends on meaningful engagement with content knowledge and meaningful ways in which students are assessed to enable them to develop analytical and creative thinking abilities and skills pertinent to solving complex problems and for stimulation of innovative thinking that lays the foundation for using thinking abilities to tackle social justice issues as well as being able to transcend and adapt to the 21st century innovative and knowledge economy. en_US
dc.language.iso en en_US
dc.publisher Central University of Technology, Free State en_US
dc.subject Analytical Thinking en_US
dc.subject Assessment en_US
dc.subject Curriculum en_US
dc.subject Differentiation en_US
dc.subject Engaged Students en_US
dc.title Reconceptualising Curriculum And Assessment In Universities Of Tehchology In South Africa en_US
dc.type Thesis en_US

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