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(Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa
Education systems are globally reformed to focus more on competencies and be more pupil-centred. Post-colonial countries like Kenya and South Africa face severe educational challenges regarding access, language policy and the quality of education. Both countries share a colonial history under the Br...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer International Publishing
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9362365/ https://www.ncbi.nlm.nih.gov/pubmed/35966815 http://dx.doi.org/10.1007/s43545-022-00440-6 |
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author | Kretzer, Michael M. Oluoch-Suleh, Everlyn |
author_facet | Kretzer, Michael M. Oluoch-Suleh, Everlyn |
author_sort | Kretzer, Michael M. |
collection | PubMed |
description | Education systems are globally reformed to focus more on competencies and be more pupil-centred. Post-colonial countries like Kenya and South Africa face severe educational challenges regarding access, language policy and the quality of education. Both countries share a colonial history under the British Empire. South Africa rolled out its Outcomes-Based Education (OBE) curriculum, but soon reformed and later changed it substantially to the new Curriculum and Assessment Policy Statement (CAPS). Kenya implemented their Basic Education Curriculum Framework (BECF) only recently in 2017, which represents a Competency-Based Curriculum (CBC). Both curricula do not have language policy as a priority, although many children in both countries have very limited exposure and competencies in English, the dominant language of learning and teaching (LoLT) in Kenya and South Africa. They can read English words in lessons, but quite often cannot explain their meaning. A semi-systematic literature review was conducted to analyse common or similar and different patterns in both countries as well as the academic representation of it. Together with own previous research, the study revealed that ideally language policy and curricular reforms need to be addressed simultaneously. |
format | Online Article Text |
id | pubmed-9362365 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer International Publishing |
record_format | MEDLINE/PubMed |
spelling | pubmed-93623652022-08-10 (Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa Kretzer, Michael M. Oluoch-Suleh, Everlyn SN Soc Sci Original Paper Education systems are globally reformed to focus more on competencies and be more pupil-centred. Post-colonial countries like Kenya and South Africa face severe educational challenges regarding access, language policy and the quality of education. Both countries share a colonial history under the British Empire. South Africa rolled out its Outcomes-Based Education (OBE) curriculum, but soon reformed and later changed it substantially to the new Curriculum and Assessment Policy Statement (CAPS). Kenya implemented their Basic Education Curriculum Framework (BECF) only recently in 2017, which represents a Competency-Based Curriculum (CBC). Both curricula do not have language policy as a priority, although many children in both countries have very limited exposure and competencies in English, the dominant language of learning and teaching (LoLT) in Kenya and South Africa. They can read English words in lessons, but quite often cannot explain their meaning. A semi-systematic literature review was conducted to analyse common or similar and different patterns in both countries as well as the academic representation of it. Together with own previous research, the study revealed that ideally language policy and curricular reforms need to be addressed simultaneously. Springer International Publishing 2022-08-05 2022 /pmc/articles/PMC9362365/ /pubmed/35966815 http://dx.doi.org/10.1007/s43545-022-00440-6 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Original Paper Kretzer, Michael M. Oluoch-Suleh, Everlyn (Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa |
title | (Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa |
title_full | (Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa |
title_fullStr | (Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa |
title_full_unstemmed | (Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa |
title_short | (Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa |
title_sort | (hidden) potentials for african languages in curriculum reforms: examples from kenya and south africa |
topic | Original Paper |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9362365/ https://www.ncbi.nlm.nih.gov/pubmed/35966815 http://dx.doi.org/10.1007/s43545-022-00440-6 |
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