Curriculum alignment, globalization, and quality assurance in South African higher education

Abstract

The democratization of South Africa has necessitated a transformation of the education system. The current transformational landscape of higher education in South Africa requires that basic curriculum concepts, and principles be rediscovered and, rethought with a view to ensuring that future educational practice is based on sound, and proven curriculum thinking. Basic curriculum principles are reconsidered in the light of emerging educational needs. The concepts which receive particular attention are ‘constructive’ curriculum alignment, globalization, and quality assurance. The criteria for programme development, implementation, and review should motivate, embrace, and reward a spirit of individual creative thinking, and innovation in students in the higher education sector.

Keywords:

• curriculum development
• educational change
• higher education
• internationalization
• quality assurance
• South Africa

Additional information

Notes on contributors

Ria McDonald

Ria McDonald is Professor of Curriculum Studies in the School of Education at the University of South Africa, PO Box 392, UNISA, 0003, South Africa; e‐mail: [email protected]. Her teaching, research, and publications are in the fields of curriculum, and instruction. She has a special interest in curriculum design for the transformation of higher education.

Helen Van Der Horst

Helen van der Horst was an Associate Professor of Curriculum Studies at the University of South Africa, and currently works as an independent educational consultant. Her research focuses on curriculum policies, curriculum development, and implementation, as well as teacher‐training programmes, and assessment. JCS invites comments on this paper for publication on the journal’s web site. Address comments to Ian Westbury, General editor of JCS, at [email protected]. All such comments on this paper, and on other papers in the journal, can be accessed at http://www.ed.uiuc.edu/jcs/.