School curriculum in South Africa in the Covid-19 context: An opportunity for education for relevance.
Identifieur interne : 000F99 ( Main/Exploration ); précédent : 000F98; suivant : 001000School curriculum in South Africa in the Covid-19 context: An opportunity for education for relevance.
Auteurs : Labby Ramrathan [Afrique du Sud]Source :
- Prospects [ 0033-1538 ] ; 2020.
Abstract
The pandemic nature of the Covid-19 virus and the infectious potential that this virus has for the global population demands a radical response. This article focuses on school education within the context of Covid-19 and asks a fundamental curriculum question around what knowledge is most worthwhile for school education in response to this disease. Schools within South Africa have been closed for an extended period and, within the guidelines for dealing with this infectious disease, social distancing has become a key component in determining how and when schools should reopen. This uncertainty has led to speculations, suggestions, proposals and tentative plans for a school recovery plan to save the integrity of the academic year. The article reviews some of the suggestions, proposals, and plans, which illuminate a technical concern of curriculum coverage rather than a curriculum concern of what learning should be pursued post the lockdown period. It also argues that, going forward, a review of the purpose of school is needed. If learning is the bedrock for determining a school curriculum, it should of necessity be relevant and responsive to the issues and challenges of the country within a global world.
DOI: 10.1007/s11125-020-09490-1
PubMed: 32836431
PubMed Central: PMC7406695
Affiliations:
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This article focuses on school education within the context of Covid-19 and asks a fundamental curriculum question around what knowledge is most worthwhile for school education in response to this disease. Schools within South Africa have been closed for an extended period and, within the guidelines for dealing with this infectious disease, social distancing has become a key component in determining how and when schools should reopen. This uncertainty has led to speculations, suggestions, proposals and tentative plans for a school recovery plan to save the integrity of the academic year. The article reviews some of the suggestions, proposals, and plans, which illuminate a technical concern of curriculum coverage rather than a curriculum concern of what learning should be pursued post the lockdown period. It also argues that, going forward, a review of the purpose of school is needed. 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