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ICS620S - INTRODUCTION TO CURRICULUM STUDIES - 1ST OPP - NOVEMBER 2023 |
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nAmI BI AunIVER s ITY
OF SCIEnCE Ano TECHnOLOGY
FACULTYOF HUMAN SCIENCES
DEPARTMENTOF TECHNICALAND VOCATIONALEDUCATIONAND TRAINING
QUALIFICATION:DIPLOMA IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING:
TRAINER
QUALIFICATIONCODE: 06DTVT
LEVEL: 6
COURSECODE: ICS620S
SESSION:NOVEMBER 2023
DURATION: 3 HOURS
COURSENAME: INTRODUCTION TO CURRICULUM
STUDIES
PAPER: THEORY
MARKS: 100
EXAMINER(S)
FIRSTOPPORTUNITY EXAMINATION QUESTION PAPER
Dr Oksana Kachepa
MODERATORS: Ms Claudia Maritshane
INSTRUCTIONS
1. This question paper consists of Sections A and B.
2. Answer all the questions carefully.
3. Number the answers clearly.
THIS QUESTION PAPERCONSISTSOF 7 PAGES(INCLUDING THIS COVERPAGE)
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SECTIONA
Question 1: Multiple Choice questions
[15]
1.1 The word "curriculum" comes from the Latin word "currere"which means
a. to repeat the course
b. to finish the course
c. to run the course
1.2 Which curriculum approach is a nontechnical?
a. Systems
b. Academic
c. Managerial
1.3 Which world philosophy informs Perennialism educational philosophy?
a. Idealism
b. Pragmatism
c. Realism
1.4 The curriculum that emerges in the classroom as a result of the actual situation and
requires that teachers make adjustments as needed.
a. Operational curriculum
b. Null curriculum
c. Hidden curriculum
1.5 This method allows trainees to share knowledge and ideas, motivating them to achieve
more when others respect their contribution.
a. problem-solving
b. discussion
c. direct instruction
1.6 The knowledge level that trainees come out as defined by NQF where the trainee works
under close supervision with no responsibility for the work or learning of others is:
a. Level 1
b. Level 2
c. Level 3
1.7 This source falls under the world philosophy of Existentialism. The educational
philosophy will be Reconstructionism.
a. Society
b. Learner
c. Science
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1.8 This design is both the oldest and the best-known design and draws on knowledge,
science and society as its sources.
a. discipline design
b. subject design
c. broad fields design
1.9 Which criteria is NOT used in determination whether the curriculum developed was
successful or not as proposed by William Doll?
a. Richness
b. Relations
c. Reputation
1.10 Which curriculum content selection criteria requires curriculum planners to consider
content in the light of the time allowed, the resources available, the expertise of current
staff, the nature of the political climate?
a. Utility
b. Feasibility
c. Learnability
1.11 This is a curriculum model that starts from the specifics and works towards a general
design.
a. Inductive
b. Deductive
C. Mixed
1.12 Which model advocates an inductive approach?
a. Taba's model
b. Tyler's model
c. Charter's model
1.13 Which educational philosophy views a teacher as an agent of social change?
a. Essentialism
b. Reconstructionism
c. Perennialism
1.14 Which cognitive process of the Bloom's taxonomy helps students generate hypotheses,
design future strategies for learning, and construct products?
a. Understanding
b. Analysing
c. Creating
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1.15 Users of this approach believe that all changes originate with individuals, so when
individuals change their behaviour, the institutions change.
a. Overcoming-Resistance-to-Change
b. Organisational Development
c. Concerns Based Approach
Question 2: Matching
[10]
2.1 Match the different types of curriculum designs with their descriptions.
[6]
Curriculum design
1. Experience-
centred
2. Process
3. Broad-fields
4. Reconstructionist
5. Problem-centred
6. Humanistic
Curriculum design
A Curriculum focus is on developing thinking skills that are generic
to all disciplines like critical thinking.
B Curriculum focus is on changing a society to become free of ills.
C Focuses on real-life problems of individuals and society and
intend to reinforce cultural traditions and address unmet needs of
the community and society.
D Curriculum is not pre-planned and evolves according to the
student's experiences and interests
E Curriculum focus is on creating knowledge from different
disciplines
F Curriculum focus is on allowing a person to develop to reach
his/her highest potential based on his/her needs, interests, and
experiences.
2.2 Match the curriculum development models with their descriptions.
[4]
Model
1. Taba
2. Tyler
3. Doll
4. Bobbitt and
Charter
Model description
A. Curriculum developers in this model start by determining the
school's purpose.
B. Uses the 4Rs criteria for an effective curriculum.
C. Evaluation conducted in collaboration with the teachers and
students.
D. It is believed that the purpose of education is to prepare
students effectively to be competent participants in life.
Question 3: True/False
[S]
Identify the True and False statements.
3.1 Curriculum design that Namibia follows for achieving Vision 2030 is subject-centred as it
draws heavily on sources of knowledge, science and society.
(1)
3.2 The humanistic field of psychology focuses on aspects of learning that deal with the
learner's needs, attitudes, and feelings, self-actualization, motivation, and freedom to
learn.
(1)
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3.3 Development of higher order thinking skills such as problem solving is one of the
principles of the humanistic learning theory.
(1)
3.4 The lack of involvement of the trainers was a major obstacle in the change from modular
to the CBETsystem in Namibia.
(1)
3.5 The Kirkpatrick's model is used mainly for formative evaluation.
(1)
SECTION B
Question 4
[14]
Read the CaseStudy below and answer the questions accordingly.
As required by this Vision. the country will operate a totally integrated, unified. Ii
flexible and high quality education and !mining syslem, that µreparns Namibian
learners to take advantage of a rapidly changing global environment, including
developments in science and technology. This,
would and Lhalcontribute
Lothe economic and social development of Lhet;ilizen.s. There will be equal access
to excellent educational and vocational training institutions and quality sports
services/facilitie. by all with basic education placing emphasis on Science and
Mathematics. Public education, covering every area of life and living. will be an
integral part of the system of continuing education which i!i free and open Lo
everyone in Namibia. Moral education \\.Viii be well integrated into the school
curricuJa. 1norder to meet the exigencies of indust1ial transformation. Namibia
will continue Lomonitor cross-.secloral internal and external development in the
field of"knov.·ledge. information and technology" and assesses it!i impact on the
rights of Lheindividual and the funcLioning of society and Lhenational economy. II
Arising from the overall capacity building investments, N.mtibia will be
lransfo1med into a knowledge-based society, and changes in production and
information technology will revolutionalise all aspects of the mam1focturing
proce~s. Relationships with customers and suppliers and the manner in which
products are marketed and soTd,wouftl receive quality attention.
I!
4.1 In your opinion what are the two critical sources which influence the curriculum design
of education and training in Namibia. Give reasons for your answers.
(4)
4.2 Namibia incorporates the Perennialism educational philosophy for the TVETcurriculum.
What are the main characteristics of this philosophy?
(5)
4.3 Name at least 5 stakeholders involved in developing the TVET curriculum in Namibia.
(5)
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Question 5
[14]
5.1 Which learning theory informs the TVETcurriculum in Namibia? Explain your answer. (2)
5.2 Identify the societal factors that prevent successful implementation of the TVET
Curriculum in Namibia. Use examples from your own experience to support your
answers.
(6)
5.3 If you had the opportunity to address the societal factors above, what changes would
you make and why?
(6)
Question 6
[14]
The Bank of Namibia 19th Annual symposium document identified some aspects that the
curriculum designers did not take into account to cater for the TVETsystem as illustrated in
the report. Answer the questions below the report.
The current TVET system is characterized by a number of issues, ranging from
inadequate capacity for new intake, to lack of adequate resources at centres.
The TVET system is characterized by several issues, such as lack of adequate
capacity to increase intake, relevance, and responsiveness of training programmes
as a well as an average pass/competency rate which currently stands at 52 percent.
There is a lack of adequate resources at centres which hampers the quality of training
outcomes and trainees thus struggle to find jobs as their skills do not match the
industry demand. TVET in Namibia does not adequately respond to the demand for
skills expressed by formal firms. Trainees face challenges in finding job placement,
whHe industries complain that TVET does not respond to their demand for skills.
The lack of adequate workshop facilities. tools. machinery, and equipment (including
!earning resources) continues to compromise the quality of training outcomes. Many
TVET Institutions report enormous difficulties in recruiting qualified and competent
instructors. The current trainer-trainee ratio which stands at 1 to 20 for technical 1•
~~~~~~~~~~~~"""""""'~~lllllllllll~~~~~~~"""""""!~""""""'
6.1 From the extract above identify the challenges faced by the TVETsystem in Namibia and
come up with suggestions on how you would address these challenges.
(8)
6.2 Name at least two things that NUSThas contributed to reporting from the Bank of
Namibia findings.
(2)
6.3 Why do you think are employers unsatisfied as stated in the report? Explain briefly. (2)
6.4 What are the biggest problems for TVETtrainers to be accepted in TVETinstitutions? (2)
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Question 7
[16]
7.1 State the components of curriculum.
(4)
7.2 Explain the different types of curriculum:
7.2.1 Formal curriculum
(2)
7.2.2 Hidden curriculum
(2)
7.2.3 Null curriculum
(2)
7.2.4 Operational curriculum
(2)
7.3 Name the different types of curriculum you have encountered with examples in the
training you received at your TVETtraining institution.
(4)
Question 8
[12]
8.1 The Overcoming-Resistance-to-Change (ORC)model of curriculum implementation
model rests on the assumption that the success or failure of planned change depends on
the leaders' ability to overcome staff resistance to change. What strategies can help to
overcome resistance of staff members in implementing a new curriculum?
(4)
8.2 In Namibia, not all institutions have implemented the CBETmodel.
What recommendations would you give to improve implementation of the CBETmodel in
Namibia?
(4)
8.3 List the four levels of the Kirkpatrick's evaluation model.
(4)
[END OF PAPER]
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