Education transformation, assessment and ubuntu in South Africa
Date
2005-4
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Department of Education Policy Studies : Stellenbosch
University
Abstract
INTRODUCTION: Education in South Africa is faced with several challenges in an era of political and social transformation following the first democratic elections in 1994. A plethora of education policies has been developed in recent times with a view to changing education practices and equipping learners to take on the role of critical citizens in changing global and national environments. In line with international trends. assessment policies have been developed in South Africa mandating the implementation of more authentic practices. Many of the ideas regarding assessment theory and practice (including more authentic ones) have largely been framed within a Western paradigm
that disregards the value that the notion of ubuntu can add in making the process of assessment sensitive to the needs of learners and teachers located within an African
context.
Description
CITATION: Beets, P. & Van Louw, T. 2005. Education Transformation, Assessment and Ubuntu in South Africa, in Waghid, Y. (ed). African(a) Philosophy of Education: Reconstructions and Deconstructions. Stellenboch: Department of Education Policy Studies. 175-189.
Keywords
Educational change -- South Africa, Ubuntu (Philosophy), Assessment -- Social aspects, Multicultural education -- South Africa, Education, Higher -- South Africa -- Philosophy, Education, Higher -- South Africa -- Aims and objectives
Citation
Beets, P. & Van Louw, T. 2005. Education Transformation, Assessment and Ubuntu in South Africa, in Waghid, Y. (ed). African(a) Philosophy of Education: Reconstructions and Deconstructions. Stellenboch: Department of Education Policy Studies. 175-189.