Knowledge and Specialism in Curricula of Professional and Sectoral Fields of Practices in South Africa: The Case of Universities of Technology

Autor/inn/en	Ntshoe, Isaac; Malebo, Ntsoaki Joyce
Titel	Knowledge and Specialism in Curricula of Professional and Sectoral Fields of Practices in South Africa: The Case of Universities of Technology
Quelle	In: Perspectives in Education, 39 (2021) 2, S.128-142 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v39.i2.10
Schlagwörter	Foreign Countries; Specialization; Specialists; Epistemology; Interdisciplinary Approach; Universities; Technical Institutes; Vocational Education; Intellectual Disciplines; Curriculum; Course Content; South Africa + Suchen Sie Ihr Suchwort? Ausland; Arbeitsteilige Spezialisierung; Erkenntnistheorie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; University; Universität; Technische Fakultät; Ausbildung; Berufsbildung; Geisteswissenschaften; Curricula; Lehrplan; Rahmenplan; Kursprogramm; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Although differentiation and specialism have become hallmarks of the modern economy, the degree and the efficacy of such differentiation, specialisation and the domains of knowledge in curricula offered in universities of technology (UoTs) persist in the context of the changing nature of jobs and occupations. This article examines the domains of specialist knowledge in curricula of selected professional and sectoral fields offered by universities of technology in South Africa. Purposive sampling was used to select the fields of practice. These fields were chosen because of differentiated knowledge bases on which these fields draw. The paper argues that the dual-facing interdisciplinary nature of knowledge of professional and sectoral fields of practice offered in UoTs, relative to their conceptuality, contextuality and professional coherence are central in the curriculum design process to enhance the quality of offerings. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01