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Reflecting on the development of context-relevant teaching tools using local and indigenous knowledge

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dc.date.accessioned 2014-06-12 en
dc.date.accessioned 2020-02-19T18:46:12Z
dc.date.available 2020-02-19T18:46:12Z
dc.date.issued 2015-08-25 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/2445
dc.description.abstract Schooling in South Africa is structured according to the Revised National Curriculum Statement (RNCS) for Grades R to 9 and the National Curriculum Statement (NCS) for Grades 10 to 12. The National Curriculum outlines the skills and abilities that learners should achieve in order to exhibit the prescribed outcomes for each Learning Area and grade, but it does not prescribe the subject content or tools to be used to teach these skills and abilities. This paper reflects on the journey of three researchers involved in a study that aims to develop context-relevant teaching tools using indigenous and local knowledge's in collaboration with local teachers and community members, to be utilised in seven schools, in Cofimvaba in the Eastern Cape. en
dc.format.medium Print en
dc.publisher Elsevier en
dc.subject EDUCATION en
dc.subject INDIGENOUS KNOWLEDGE SYSTEMS en
dc.title Reflecting on the development of context-relevant teaching tools using local and indigenous knowledge en
dc.type Journal Article en
dc.description.version Y en
dc.ProjectNumber LMAAAA en
dc.Volume 116 en
dc.BudgetYear 2014/15 en
dc.ResearchGroup Education and Skills Development en
dc.SourceTitle Procedia: Social and Behavioral Sciences en
dc.PlaceOfPublication New York, United States of America en
dc.ArchiveNumber 8209 en
dc.PageNumber 4577-4581 en
dc.outputnumber 6918 en
dc.bibliographictitle Letsekha, T., Wiebesiek-Pienaar, L. & Meyiwa, T. (2014) Reflecting on the development of context-relevant teaching tools using local and indigenous knowledge. <i>Procedia: Social and Behavioral Sciences</i>. 116:4577-4581. en
dc.publicationyear 2014 en
dc.contributor.author1 Letsekha, T. en
dc.contributor.author2 Wiebesiek-Pienaar, L. en
dc.contributor.author3 Meyiwa, T. en


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