A Bird’s Eye View on the Status of the Module “Life Skills” in the Foundation Phase at Higher Education Institutions in South Africa

Miemsie Steyn,Cycil Hartell,Nicoleen Schuld

doi:10.4102/sajce.v2i2.17

Abstract

This paper explores how the foundation phase subject area of “life skills” is being offered at (n= 9) higher education institutions (HEIs) in South Africa. The aim of the study, about which we report, was to identify similarities and differences in the curricula offered at these institutions and to establish the extent to which the different modules attend to the various aspects of life skills according to the most recent national curriculum. We conducted semi-structured interviews with participants who teach the subject at universities and we also analysed curriculum documents. We worked with a purposive sample of 9 respondents from the respective universities. The study found that although universities use the CAPS (national curriculum) document as guideline for structuring their curricula in teacher education programmes, some participants indicated that they follow an integrated approach, thereby implying that the different components of the school curriculum as outlined in the CAPS document are not specifically accommodated within their programmes. An additional finding was that there is a vast difference in the range of credits allocated to the various aspects of life skills that may restrict social mobility between various HEIs.

Highlights

Universities are traditionally viewed as autonomous institutions of learning and research that are devoted to the examination, production, appraisal, dissemination and transmission of knowledge as well as the provision of scholarly quality education to the benefit and advancement of society (Erguder, 2010)
The authors are of the opinion that the new curriculum should be used as a guideline, it can be concluded that most of the higher education institutions (HEIs) that offer the B.Ed foundation phase course, include knowledge and skills related to the four themes, namely beginning knowledge, health education, arts and craft, as well as physical education
The Curriculum Assessment Policy Statements (CAPS) document informs most of the curricula

Summary

Introduction

Universities are traditionally viewed as autonomous institutions of learning and research that are devoted to the examination, production, appraisal, dissemination and transmission of knowledge as well as the provision of scholarly quality education to the benefit and advancement of society (Erguder, 2010). Academics at universities are privileged to exercise their academic freedom, which, inter alia, entails the freedom to conduct research and to select, develop and implement educational programmes free from external intervention 16) recognizes this autonomy as the freedom the academy enjoys from outside interference, which includes the freedom of academics to teach and conduct research without interference. A university provides an ideal setting for academics to impart their knowledge and to develop it through research and innovation (Erguder, 2010). Academics have the freedom and the right to conduct academic practices in ways that recognise their autonomy, while, at the same time, observing their duty to do so in a way that recognises and adheres to various social norms. In the South African context these would involve issues, such as the right to access education, as well as the need to reflect on the content of the curriculum to ensure that it meets the demands posed by a diverse student population and the unique context of the country (Council on Higher Education, 2006, p. 17)

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