The Department of Basic Education (DBE) has initiated a curriculum strengthening process influenced by the insights of learners across South Africa. Picture: File
The ambitious curriculum strengthening process includes the development of a localised, South African Competency Framework.
This included extensive public consultation including policy makers, teachers, unions, government officials, civil society, academia and others - supported by the National Education Collaboration Trust, UNICEF and Save the Children South Africa, with JET Education Services and the University of Pretoria as the research arm.
A report on the development of the Competency Framework, published in June by Save the Children South Africa, follows extensive consultations with learners who were identified as key stakeholders in the process.
These discussions aimed to identify the skills, values, characteristics and knowledge necessary for students to succeed in life after school.
Shahana Bhabha, education policy and advocacy advisor at Save the Children South Africa explained that we need our “education system to be developing learners with a holistic breadth of skills, beyond literacy and numeracy.”
“Yes, we need urgent focus on improving the literacy outcomes of our learners but we also need to invest in developing holistic learners who are prepared for an ever-changing world. If we don’t, we run the risk of our learners being left behind,” Bhabha said.
Between 2022-2023, learners from across the country shared their perspectives on what competencies they want to acquire, what changes are needed in the education system to enable the attainment of these competencies, and how they wish to be involved in future decision-making processes.
The feedback from these young change-makers has been instrumental in shaping a localised Competency Framework in South Africa. One of the key takeaways from the consultations was the need for a curriculum that infuses key competencies for holistic learner development.
As a learner from the Eastern Cape stated, "There should be lessons on how to be ourselves, how to express ourselves, how to speak our feelings without being judged, how to not be insecure about ourselves, our bodies."
This sentiment was echoed by many learners who highlighted the importance of understanding oneself, emotional intelligence, and interpersonal skills. Practical skills and career readiness were also high on the learners' agenda.
A participant from the Western Cape remarked, "Most of us understand how important it is to learn, but we just don’t want to learn things that we don’t feel are important or relevant to our lives."
The learners advocated for more practical subjects, such as technology, arts, and vocational training, which align with their future career aspirations. They also called for better access to resources like science labs, textbooks, and computers, which are essential for a supportive learning environment.
Learners across South Africa identified ten critical areas for improvement in the education system:
1. Self-awareness and Emotional Intelligence
Most learners emphasised the need to understand themselves better and manage their emotions. "When facing troubles, you need to be creative; sometimes your solution is not always written in black and white," a learner from KwaZulu-Natal noted.
2. Practical Knowledge and Career Guidance
Many learners highlighted the necessity of practical skills and information about future careers.
"We should be able to have practical skills so that we can shape ourselves for the future and get jobs when we finish matric as most of us won’t be able to go to varsity because of the costs," shared a learner from the Eastern Cape.
3. Supportive School Environment
Access to essential resources was a recurring theme. A learner from the Free State pointed out, "The more computers we have, the more efficient we can work."
4. Respect and Communication
Learners stressed the importance of mutual respect and effective communication. "No one will respect you if you don’t respect them," stated a learner from KwaZulu-Natal.
5. Innovative Teaching Methods
There was a call for teachers to adopt more innovative and engaging teaching methods. "They shouldn’t just prescribe, they should allow us to be innovative, they should provide guidance," suggested a learner from Limpopo.
6. Extracurricular Activities
Many learners expressed a desire for more sports, arts, and technical subjects. "Some learners know how to act, they know how to sing, and these things are not taken seriously. Like me, I am not really into school. Truly speaking. I am good at acting, so what am I going to do where there are no drama classes in our schools?" questioned a learner from the Free State.
7. Equal and Inclusive Education
The need for equal learning opportunities was a significant concern. "Education should be equal for all," asserted a learner from the Eastern Cape.
8. Mental Health and Support Services
Extra support, such as social workers and mental health programmes, was deemed crucial.
Learners highlighted the importance of having someone to talk to and the need for support services within schools.
9. Parental and Community Involvement
Learners wanted more involvement from parents and the community in their education.
"Schools should organise transport because not every household can afford transport for the learners," a learner from the Free State pointed out.
10. Continued Learner Engagement
Finally, learners expressed a strong desire to remain involved in the decision-making processes affecting their education.
"We should have voices to speak in schools, and teachers should understand us," a learner from the Eastern Cape emphasised.
These insights have been compiled into the South African Competency Framework ,a document that outlines the essential skills, knowledge, values, characteristics and other cross-cutting priorities (including education for sustainable development, indigenous knowledge systems and sustainable livelihoods) that every learner should acquire.
This framework has undergone public review and revision to ensure it reflects the collective input of all stakeholders, including learners. The DBE's curriculum-strengthening process aims to prepare students for the rapidly changing world and ensure they leave school equipped with the skills needed for future success.
The department plans to support teachers, create an enabling learning environment, strengthen learning and teaching materials and assessment practices to implement this strengthened curriculum - making sure that these vital changes are executed equitably across all schools.
IOL
Related Topics: