Navigating curriculum transformation: charting our course

• Astrid Turner ^[1] ; Irene Lubbe ^[2] ; Liz Wolvaardt ^[1] ; Lizeka Napoles ^[1]
  1. [1] The School of Health Systems and Public Health, University of Pretoria, South Africa
  2. [2] Department for Education Innovation, University of Pretoria, South Africa
• Localización: 5th International Conference on Higher Education Advances (HEAd' 19) / Josep Domènech i de Soria (ed. lit.), Paloma Merello Giménez (ed. lit.), Elena de la Poza Plaza (ed. lit.), Desamparados Blázquez (ed. lit.), Raúl Peña Ortiz (ed. lit.), 2019, ISBN 978-84-9048-661-0, págs. 1129-1136
• Idioma: inglés
• Enlaces
  • Texto Completo Libro  1    2  
• Resumen

  • The 2015 student-led #FeesMustFall campaign in South Africa initiated at some universities, and accelerated at others, indepth discussions and reflections about curriculum transformation within the perceived ivory towers of learning. Three years later, the mandate to implement transformation is clear from all levels but what is uncertain is the operationalization of the official transformation framework at the University of Pretoria. The aim of the project presented is to chart the process followed by one of the four Schools of the Faculty of Health Sciences to deconstruct this transformation framework. As part of a three phased programme, a workshop of diverse staff using a modified nominal technique was held in 2018. It resulted in a visual tool of 19 specific statements considered evidence of personal practice that supports and advances the drive for transformation. This tool will be used to share practices and instil individual and School accountability for everone’s role in curriculum transformation. In conclusion, complex policy ideals and technical terminology can be translated into practical, appropriate actions by a diverse group of staff and students. The use of a modified nominal group technique was an efficient way to do this by generating an easy-to-use visual tool.