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ICS620S - INTRODUCTION TO CURRICULUM STUDIES - 1ST OPP - NOVEMBER 2022 |
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nAmlBIA UnlVERS.ITY
OF SCIEnCE Ano TECHnOLOGY
FACULTYOFCOMMERCEH, UMANSCIENCEAND EDUCATION
DEPARTMENT OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING
QUALIFICATION: DIPLOMA IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING:
TRAINER
QUALIFICATION CODE: 0GDTVT
LEVEL: 6
COURSE CODE: ICS620S
COURSE NAME: INTRODUCTION TO
CURRICULUM STUDIES
SESSION: NOV 2022
PAPER: 1
DURATION: 3 HOURS
MARKS: 100
EXAMINER(S}
MODERATOR:
FIRST OPPORTUNITY EXAMINATION QUESTION PAPER
MS B. CLOETE
MS R. QUEST
MR R. MANAS
INSTRUCTIONS
1. Answer All the questions.
2. Read all the questions carefully before answering.
3. Number the answers clearly
THIS QUESTION PAPER CONSISTS OF _6_ PAGES (Including this front page)
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1.
Multiple Choice. Choose one single correct answer.
1.1 What the child studies in a class is decided by:
a) Child himself
b) Parents
c) Principal
d) Teacher
1.2 Training programmes that incorporate behaviourist learning theory involve:
a) skill acquisition
b) matching instructional materials
c) remediation
d) alloftheabove
1.3 A curriculum is the sum total of a school's influence on a child'
a) Personality
b) Attitude
c) Behaviours
d) Action
1.4 Curriculum development refers to the total process of curriculum
a) Designing
b) Implementing
c) Evaluating
d) All of the above
1.5 Curriculum improvement should be a ..................process.
a) Initial
b) last
c) continuous
d) Internal
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1.6 Which is not the perspective of education included in your syllabus:
a) philosophical
b) Cultural
c) political
d) Economic
1.7 There are ......... basic components of curriculum:
a) 2
b) 4
c) 6
d) 8
1.8 Curriculum development refers to the total process of curriculum
a) Designing
b) Implementing
c) Evaluating
d) All of the above
1.9 Philosophical foundation of the curriculum is concerned with:
a) Ideas
b) History
c) Economy
d) Contents
1.10 Student's needs and interests are important
a) Historical foundation
b) Sociological foundation
c) Psychological foundation
d) Economical foundation
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1.11 Psychological foundations of curriculum help curriculum developers to understand the nature of:
a) Teacher
b) Content
c) Learner
d) Ideas
1.12 Sociological foundations are concerned with:
a) Idea
b) History
c) Society
d) Economy
(12 X 1 =12)
2. Match the type of curriculum change to the example in the table below.
2.1 Substitution
2.2 Alteration
2.3 Perturbations
Face-to-face classes to Blended mode classes
Online learning will part of full time, part-time
and distance learning
Modular system to CBETsystem
2.4 Restructuring
2.5 Value-orientation
changes
Unit 7 and 8 will be covered for the tests
instead of Unit 5 and Unit 6
Curriculum changes from NTA and NQA
(5)
3. Explain how humanistic principles can be applied in the class. Provide five facts.
(5 X 2 = 10)
4. After Independence, Namibia in its efforts to use TVET as a vehicle for its development into an industrial
nation focused its attention on significant changes to transform the TVET sector. One of those changes
was in the TVET training model. The Competency-Based Education and Training (CBET) model was
introduced as the new training model for TVET in Namibia. Explain why the CBETmodel did not keep its
promise of skills development and economic competitiveness for Namibia. Name at least four facts.
(4 X 2 = 8)
5. How do Behavourists achieve their learning?
(2)
6. List the societal factors which have influenced the TVET curriculum design in Namibia. Provide at least
five factors.
(5)
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7. The Bank of Namibia 19th Annual symposium document identified some aspects that the curriculum
designers did not take into account to cater for the TVET system as illustrated in the report. Read the
extract from the report below and answer the questions accordingly.
The. current TVET system is characterized by a number of issues, ranging from
j
inadequate capacity for new in.take, to lack of adequate resources at centres.
The TVET system is characterized by several issues, such as lack of adequate
.capacityto increase intake, relevance, and responsiveness of training programmes
as a well as anaverage pass/competency rate which currently stands at 52 percent.
There is a lack of ac;jequateresources atcentres which hampers the quality of training
.outcomes and irainees thus struggle to find fobs as their· s~lls do not match the
industry demand. TVET in Namibia ·does not adequately res'pond to the demand for
skills expressed by fonnal firms. Trainees face challenges in finding job placement,
while industries complain th.at TVET does not respond to their demand for skills.
The lack of adequate workshop facilities, tools, machinery, and equipment (including
learning resources} continues to compromise the quality of training outcomes. Many
TVET institutions report enonnous difficulties-in recruiting qualified and competent
20 instruc~ors. The cu_rrenttrainer-trainee ratio which stands at 1 to for technical
7.1 As a potential TVET trainer, come up with suggestions on how you would address the challenges and
limitations below:
7.1.1 Shortage of resources
7.1.2 Dissatisfied employers
7.1.3 Inadequate cohorts for training programmes
7.1.4 Lack of graduates for TVET centres
(4 X 2=8}
7.2 Name at least two factors that NUST has contributed to reporting from the Bank of Namibia findings in
2018.
(2)
7.3 Why do you think are employers unsatisfied as stated in the report? Explain briefly.
(2)
7.4 What are the biggest problems for TVET trainers to be accepted in TVET institutions?
(2)
8. The Bank of Namibia 19th Annual symposium document identified some aspects that the curriculum
designers did not take into account regarding the implementation of the curriculum. List and discuss
how these aspects can be addressed.
(5 X 2 = 10}
9. Distinguish between the Direct Instruction Method and the Discussion Method.
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(2 X 2 = 4)
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10. Read the case study below of an excellent example of how engagement with the community led to the
success of the students written by Ornstein and Hunkins (2018, p.282)
The work of Geoffrey Canada with the Harlem Children's Zone Academy charter schools
has shown what academic success can be.achieved by considering the communities within which
students live and schools exist. He·engaged the community block by block. Today;_thatcommu-
nity is almost fOOblock; in area. Children who la~ked many resources and were undernchie\\1ng
are now achieving·academic success. Canada's accomplishments impressed President Barack
Obama; he urged the creation of 20 "Promise Neighborhoods·• nationwide. 119
Canada vie,ws-community with a \\'fide len~. He views innovation as requiring edu~a'tors
and community members not only-to make the school innovative, but also to work to make the
community innovative. Canada posits, "\\Ve need to improve schools at the same time we addr_ess
the barriers to a:ca:aemicsuccess outside of schools from health problems to misguided parenting
practices to lack of physical. safety."ilO He urges us to broaden our definition of education and
to realize that the educational experience commences at birth and continues in all.environments
within which students interact.
10.1 Provide four (4) challenges from the case study that the community faced that led to the success of
the students in the community.
(4 X 2 = 8)
10.2 Identify from the case study above phrases which indicates that improvements have been made at the
Harlem Children's Zone Academy. Provide at least 3 phrases.
(3 X 2 = 6)
11. Curriculum implementation deals with change. Provide reasons why people resist change.
(3 X 2 = 6)
12. Describe how evidence can be collected for evaluation.
(5 X 2 = 10)
[Total:100)
[End of Examination Paper]
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