Curriculum Engineering: A South African Case

Abstract

Constructive alignment of curricula in terms of content, formative and summative assessments are imperative for student success in higher education and career pursuit. The development of curricula in an open distance learning context also considers notional hours and credits through institutional guidelines. All formal qualifications are approved by the Council of Higher Education and registered with South African Qualifications Framework, therefore cognizance is taken of portability of qualifications and learning pathways. Articulation is an important facet of curriculum development with regards to student learning progression from undergraduate to postgraduate studies. Curriculum review and the review cycle considers comparability, response to Higher Education Qualifications Framework (HEQF), national and international benchmarks, professional bodies such as the Engineering Council of South Africa (ECSA), Sector Education and Training Authorities (SETA), student and employer feedback and market trends. The institution follows a team approach in curriculum development with consultation from all internal and external stakeholders. In view of the theme of the conference which has a focus on technological innovation a range of resources are provided to create an enabling environment for students to be successful in their studies through open distance learning. Curriculum implementation evaluates the financial viability, alignment to the vision and mission of the institution and market penetration as well as the pedagogy and technology applicable for the qualification. This paper aims to evaluate a curriculum in open distance learning (ODL) in terms of programme offering using a case study methodology.