Re­visit con­tent of stud­ies

The Star Early Edition - - LETTERS - Mo­hamed Saeed

THE re­cent an­nounce­ment by the Depart­ment of Ba­sic Ed­u­ca­tion to amend the pass re­quire­ments for pupils in grades 1 to 9 refers.

The idea is prac­ti­cal but I be­lieve there is no need to lower the pass marks.

What we need to do is re­visit the cur­ricu­lum in or­der to pre­pare pupils for life af­ter ma­tric.

Not ev­ery­one uses what is be­ing taught in sub­jects like maths.

There is just too much time and ef­fort be­ing spent on maths.

By this I do not mean pure maths or maths should not be taught, it is im­por­tant, but we need to be re­al­is­tic.

How of­ten do most grownups need ge­om­e­try and com­pli­cated maths equa­tions in their day-to-day real-life sit­u­a­tions?

Why should pupils not in­tend­ing to be­come engi­neers or math­e­ma­ti­cians study pure maths?

What needs to be amended is the con­tent be­ing taught in some sub­jects and the “twotier” ed­u­ca­tion sys­tem.

Ac­cord­ing to re­searchers, the im­bal­ances in the ed­u­ca­tion sys­tem con­tinue to favour the rich class and pupils liv­ing in ur­ban ar­eas rather than ru­ral ar­eas.

Since the col­lapse of apartheid more than 20 years ago, the cur­ricu­lum and the­ory have not re­ally changed.

There is an ur­gent need for cur­ricu­lum trans­for­ma­tion and new vi­sion in the ed­u­ca­tion sys­tem in South Africa.

The cur­ricu­lum needs to em­brace so­cial jus­tice ed­u­ca­tion, tech­nol­ogy, dig­i­tal trans­for­ma­tion, crit­i­cal think­ing and ac­tive learn­ing. Pi­eter­mar­itzburg

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