USE OWN WORDS – YOU
CUS3701 ASSIGNMENT 3 WILL GET PENALISED FOR
PLAGIARISM! THIS HAS
HAPPENED BEFORE.
The way we interpret the world around us is determined partly by
our beliefs, values, and norms, but mostly by contextual influences.
The educator’s interpretation and implementation of a curriculum is
also influenced by the context. Choices regarding planning and
designing a learning programme, the inclusion of instructional
strategies and the practical application is embedded in knowledge
and the understanding of the educational situation. Influences
ranging from the political, social, and economic culture to the
norms and knowledge structures of educators affect teaching and
learning.
Taking the above into consideration, critically discuss the
following:
A socio-constructivist’s (Vygotsky) view of the impact of context on
curriculum implementation. (7) Do you agree with his view? (1)
Motivate your answer. (2)
Vygotsky believed that the lifelong process of development is dependent
on social interaction, and that social learning leads to cognitive
development – his theory requires educators and students to play non-
traditional roles as they collaborate with each other – the reason is
because both are influenced by the contexts in which they live, learn,
and teach. Learning becomes an experience for the teachers and the
students. – A educator cannot ignore context in the teaching and
learning environment.
Vygotsky believes and states that the physical classroom should provide
clustered desks and tables for peer learning, and small group learning –
I agree with Him, because in this way the classroom becomes a
community of learning, students want to interact with each other, whilst
learning and by doing this, you are achieving the goal.
It requires the educator to have a good understanding of contextual
influences of planning and also assessment in the teaching-learning
environment.
, the influence of changes in the South African context on
curriculum by referring briefly to the most important economic,
social, and political forces.
Economic forces: one of the forces that drives our new education system
is globalisation – since 1994 of South Africa’s first democratic elections,
we have re-entered the world of economy – by means that the economy
of South Africa must grow at a rate that is comparable in the growth
rates of the countries in the world. The United Nations Development
Programme Report (2015:209) states that South Africa is rated 116/ 188
countries on the United Nations Human Development Index which falls
in the medium human development category – this means that this
country is not producing people capable of competing with their
counterparts in other parts of the world, in terms of producing high-
quality goods cost-effectively.
The questions that we should ask is does the education system focus on
providing the learner with the right skills and attitudes to enter the job
market? According to the Nobel Prize winner and Professor of
Economics at the University of Chicago, James J. Heckman, the
economic strength of any nations depends on the skills of its people.
The need to transform education and training and to address the difficult
issues facing development was discusses by COSATU, NUMSA and
other trade unions and organisations, the following had to be addressed:
• change perceptions that mental work has more value that manual
work.
• Change perceptions that academic education has a higher value than
technical vocational education.
• Close the gap between what schools deliver and what success in the
workplace requires.
• Achieve equity in providing quality education, learning resources and
access to education.
• Improve national productivity to be internationally competitive.
CUS3701 ASSIGNMENT 3 WILL GET PENALISED FOR
PLAGIARISM! THIS HAS
HAPPENED BEFORE.
The way we interpret the world around us is determined partly by
our beliefs, values, and norms, but mostly by contextual influences.
The educator’s interpretation and implementation of a curriculum is
also influenced by the context. Choices regarding planning and
designing a learning programme, the inclusion of instructional
strategies and the practical application is embedded in knowledge
and the understanding of the educational situation. Influences
ranging from the political, social, and economic culture to the
norms and knowledge structures of educators affect teaching and
learning.
Taking the above into consideration, critically discuss the
following:
A socio-constructivist’s (Vygotsky) view of the impact of context on
curriculum implementation. (7) Do you agree with his view? (1)
Motivate your answer. (2)
Vygotsky believed that the lifelong process of development is dependent
on social interaction, and that social learning leads to cognitive
development – his theory requires educators and students to play non-
traditional roles as they collaborate with each other – the reason is
because both are influenced by the contexts in which they live, learn,
and teach. Learning becomes an experience for the teachers and the
students. – A educator cannot ignore context in the teaching and
learning environment.
Vygotsky believes and states that the physical classroom should provide
clustered desks and tables for peer learning, and small group learning –
I agree with Him, because in this way the classroom becomes a
community of learning, students want to interact with each other, whilst
learning and by doing this, you are achieving the goal.
It requires the educator to have a good understanding of contextual
influences of planning and also assessment in the teaching-learning
environment.
, the influence of changes in the South African context on
curriculum by referring briefly to the most important economic,
social, and political forces.
Economic forces: one of the forces that drives our new education system
is globalisation – since 1994 of South Africa’s first democratic elections,
we have re-entered the world of economy – by means that the economy
of South Africa must grow at a rate that is comparable in the growth
rates of the countries in the world. The United Nations Development
Programme Report (2015:209) states that South Africa is rated 116/ 188
countries on the United Nations Human Development Index which falls
in the medium human development category – this means that this
country is not producing people capable of competing with their
counterparts in other parts of the world, in terms of producing high-
quality goods cost-effectively.
The questions that we should ask is does the education system focus on
providing the learner with the right skills and attitudes to enter the job
market? According to the Nobel Prize winner and Professor of
Economics at the University of Chicago, James J. Heckman, the
economic strength of any nations depends on the skills of its people.
The need to transform education and training and to address the difficult
issues facing development was discusses by COSATU, NUMSA and
other trade unions and organisations, the following had to be addressed:
• change perceptions that mental work has more value that manual
work.
• Change perceptions that academic education has a higher value than
technical vocational education.
• Close the gap between what schools deliver and what success in the
workplace requires.
• Achieve equity in providing quality education, learning resources and
access to education.
• Improve national productivity to be internationally competitive.
