Abstract
The design and development of ICT curriculum at higher education institutions in recent times is highly complex. The aim of this paper is to present a product model for the design and development of a variety of three year ICT programme types. This is achieved by conducting an in-depth study into existing ICT product models as well as extrapolating the critical skills for students in the 21st century from the extant of literature. The strategy of inquiry employed was a case study of curriculum renewal in the Department of Information Technology at the Durban University of Technology. The research study was qualitative with Participatory Action Research and Focus Group Interviews employed for data collection. The findings resulted in the creation of a best practice product model for the renewal of ICT curriculum. This model impacts how ICT programmes are designed and developed at higher education institutions in the 21st century. As an implication of this study the researchers suggest that this model be reviewed and updated regularly to accommodate the dynamic nature of ICT. DOI: 10.5901/mjss.2014.v5n23p1172
Highlights
Information and Communication Technology (ICT) is constantly changing and improving the practices within all aspects of life in the 21st century (Sharma, 2011)
It is the responsibility of higher education institutions to design and deliver high quality education to competent individuals by equipping them with the relevant knowledge, values and skills to solve the needs of society in their chosen discipline (National Assessment and Accreditation Council Bangalore India, 2007)
This paper has presented the product model for the renewal of ICT programmes at a SA Higher Education Institution (HEI) in the 21st century
Summary
Information and Communication Technology (ICT) is constantly changing and improving the practices within all aspects of life in the 21st century (Sharma, 2011). There is a lack of qualified people for the higher number of jobs linked to new technologies (Career Space, 2001) It is the responsibility of higher education institutions to design and deliver high quality education to competent individuals by equipping them with the relevant knowledge, values and skills to solve the needs of society in their chosen discipline (National Assessment and Accreditation Council Bangalore India, 2007). It is crucial for higher education institutions that offer ICT programmes to adequately meet the demands of ICT (Ekstrom et al, 2006). Graduates of this century must be equipped with skills to adapt, innovate, communicate, share and use information to solve complex problems (Binkley et al, 2010)
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