 |
ICS620S - INTRODUCTION TO CURRICULUM STUDIES - 2ND OPP - JANUARY 2023 |
|
|
1 Page 1 |
▲back to top |
nAmI BI AunIVERS.ITY
OF SCIEnCE Ano TECHnoLOGY
FACULTY OF COMMERCE, HUMAN SCIENCE AND 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: JAN 2023
PAPER: 2
DURATION: 3 HOURS
MARKS: 100
EXAMINER(S)
MODERATOR:
SECOND OPPORTUNITY EXAMINATION QUESTION PAPER
MS 8. 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 _9_ PAGES (Including this front page)
|
|
2 Page 2 |
▲back to top |
Question 1: Multiple Choice questions
Each Question below, have possible answers a, b, c and. Write down the one.you consider correct.
1.1 Curriculum is a
A. Course
B. Syllabus
C. Co-curricular activities
D. Overall activities of an institution
1.2 The key players in curriculum implementation are:
A. The NQA
B. The NTA
C. The students
D. All of the above
1.3 Below is an excellent example of how engagement with the community led to the success of the
students.
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, that commu-
nity is almost 100 blocks in area. Children who lacked many resources. and were unde.rachieving
are now achieving academic success. Canada's accomplishments impressed President Barack
Obama; he urged the creation of 20 "Promise Neighborhoods" nationwide. 119
Canada views community with a wide lens. He views innovation as requi1ing educators
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 address
the barriers to academic success outside of schools from health problems to misguided parenting
practices to lack of physical safety." 120 He urge.s 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.
1.3.1 The example clearly shows that learning institutions:
A. Do not exist in vacuum.
B. Exist in vacuum
C. None of the above
Page 2 of 9
|
|
3 Page 3 |
▲back to top |
D. All of the above
1.3.2 Learning communities are:
A. Students
B. Lecturers
C. Learning institutions
D. All of the above
1.4 Resistance to curriculum changes is not limited to just the students, parents and communities
(Ornstein and Hunkins, 2018). Some of the major resistance according to the authors comes
from the ..................
A. Learning institutions
B. Teachers
C. None of the above
D. All of the above
(S x 2 = 10 Marks)
Question 2
Indicate whether the following are True/False
2.1 Teachers tend to disregard research that does not support what they are already doing.
2.2 Some of the aspects of the curriculum implementation that were not successful in CBETare
inadequate training.
2.3 The three main stages of curriculum implementation are: initiation, implementation, and quality
assurance.
2.4 Maintenance is according to Ornstein and Hunkins (2018) the monitoring of the implementation
after the curriculum has been introduced.
2.5 In coercive change, those involved have equal power; they identify and follow precise procedures
for dealing with the activity at hand.
(5 x 2 = 10 Marks)
Page 3 of 9
|
|
4 Page 4 |
▲back to top |
Question 3
Fill in the missing word/s:
3.1 Individuals who adhere to the ..................................... to curriculum implementation accept that
there are various defined rules and procedures for creating change and developing and
implementing new curricula.
a) Non-technical approach
b) Technical/ scientific approach
c) Null Curriculum
d) Planned Curriculum
3.2 .......................... is a model which allows you as a teacher to evaluate the curriculum and different
aspects of training to allow for modifications to the curriculum and the teaching, learning and
assessment process which will lead to overall improved learning outcomes.
a) Action Research
b) Qualitative Research
c) Quantitative Research
d) Mixed Research Design
3.3 ....................... is a 4 level model which is used to evaluate the quality of training. The four levels
are reaction, learning, behaviour and learning.
a) Kirk Patrick Evaluation Model
b) Organisational Development (OD) model
c) Concerns-Based Adoption (CBA) model
d) CBETmodel
3.4 The principles of effective implementation from the ...................... emphasises the role of leader
and in his/her skills in ensuring that the curriculum is implemented effectively.
a) ORCmodel
b) Organisational Development (OD) model
c) Concerns-Based Adoption (CBA) model
d) CBETmodel
Page 4 of 9
|
|
5 Page 5 |
▲back to top |
3.5 Important factor of curriculum is to help achieve the ...............................
a) Education
b) Job
c) Value
d) Objectives
3.6 In Namibia, the curriculum in TVET is diversified with a predominant ..............................
a) Academic stream
b) Predominant pre-vocational stream
c) Technical stream
d) None of the above
3.7 The primary purpose of curriculum evaluation is to determine ..................................
a) How the goals and objectives will be achieved
b) The nature and extent of relevant curriculum
c) None of the above
d) All of the above
3.8 Match the type of changes with their definitions.
3.8.1 ................................. This is the easiest and most common type of change. In this type of
change, one component of the curriculum is substituted with another. For example, a
teacher can substitute one textbook for another.
a) Substitution
b) Alteration
c) Perturbations
d) Restructuring
3.8.2 ................................. These changes could at first disrupt an implemented curriculum but can
then be adjusted carefully to the current curriculum within a short time span. For example:
the adjustment of time allocated for teaching or changing from face-to-face to blended
mode (combination of face-to-face classeswith online classes).
a) Substitution
b) Alteration
Page 5 of 9
|
|
6 Page 6 |
▲back to top |
c) Perturbations
d) Restructuring
3.8.3 These changes lead to modification of the education system itself. For example, change from
modular system to CBETsystem in TVET.
a) Substitution
b) Alteration
c) Perturbations
d) Restructuring
[10 Marks]
Page 6 of 9
|
|
7 Page 7 |
▲back to top |
Question 4
Read the following extract about how key stakeholders respond to change and the curriculum
implementation models and answer the questions accordingly.
Ongwediva Instructors at the Volombola Vocational Training Centre are alleging the Competency Basic
Education Training (CBET)curriculum is contributing to the high number of failure as well as prolonging the
trainees' stay at the institution unnecessarily. With the previous curriculum, the pass rate at the institution was
over 70 percent before the introduction of the CBETprogramme. Briefing the Minister of Higher Education,
Training and Innovation, ltah Kandjii-Murangi, instructors recently informed the minister that the trainees prefer
the South African Based Dual Model of the National Trade Testing and Certificate Centre, as opposed to CBET.
According to the instructors, the CBETcurriculum is sub-standard and is equivalent to Grade 10 admission
requirements, which is affecting the trainees' prospects to further their studies. "The new system is not working.
In fact, it is not a criteria for graduating although it appears on the qualification statement, but it is affecting the
trainees' [opportunities] to further their studies," said one instructor. Apart from the sub-standard curriculum,
trainees are remaining at the centre longer than expected, with some having been at the centre for up to seven
years now. Instructors informed the minister that the CBETcurriculum was introduced prematurely without the
prescribed and relevant materials in place to advance to the next levels. As a result, classes are temporarily
suspended while the institutions wait to acquire the needed materials, which often takes up to two years.
Similarly, the instructors also claim the CBETcurriculum foundation hastoo many gapping loopholes. In addition,
they further claim that there is too much paperwork instead of training. However, the biggest challenge is that
the curriculum is not relevant in the job market. "The curriculum does not fit the Namibian context. We need a
curriculum that is based on the Namibian and South African context," said one of the instructors at the
institution. The trainees also complained that they are required to source own funds to pay for their tuition fees
once the course is prolonged because their loans only cover for three years' training. However, instead of footing
their tuition bills, many students end up dropping out because they cannot afford. "It is as if we are just here to
eat and sleep because when we are told to resume classes, sometimes we get here and there is just nothing
going on," complained one of the affected students. The minister, however, assured the students that no system
or no one has the right to push them out of the system. "No system and no one should push you out of the
system while you are quiet," Kandjii-Murangi told the trainees. She assured them that the ministry would look
into their issues and address those that can be addressed in a short time.
New Era (July, 2015)
4.1 In your own opinion, what is the main obstacle to successful implementation of the CBET
system? Discuss.
(10)
Page 7 of 9
|
|
8 Page 8 |
▲back to top |
4.2 As a TVET trainer knowledgeable in Curriculum Studies, you are requested to design and
implement a comprehensive Curriculum in your field and occupational area. You want to
evaluate the unit standards of your trade. Explain how you will use the Kirkpatrick model in
evaluating the unit standards.
(10)
Question 5
Curriculum implementation can result in minor changes or major changes. Name and explain the
different types of changes from a TVET environment.
(5 X 3 = 15)
Question 6
What are some of the principles of effective implementation you can identify from the CBA model
and how does it differ from the ORC and OD models?
(any 3 x 2 =6)
Question 7
Match the type of curriculum change to the example in the table below:
7.1 Substitution
Face-to-face classes to Blended mode classes
7 .2 Alteration
Online learning will part offull time, part-time
and distance leaning
7.3 Perturbations
Modular system to CBETsystem
7.4 Restructuring
Unit 7 and 8 will be covered for the tests
instead of 5 and 6
7 .5Value-orientation
Curriculum changes from NTA and NQA
changes
(5)
Question 8
Explain how humanistic principles can be applied in the class. Provide five facts.
(any 5 x 2 = 10)
Question 9
In order to determine the quality, effectiveness and value of a curriculum, we need to collect
Page8 of 9
|
|
9 Page 9 |
▲back to top |
evidence that allows us to determine whether the curriculum is doing what we are expecting it to
do. In the case of Namibia, we want the TVET curriculum to produce the workforce needed to
achieve Vision 2030. Provide 7 tools that we can use to evaluate the CBETcurriculum in Namibia.
(14)
[Total:100)
End of Examination
Page 9 of 9