Cooperative curriculum development and mechanisms to ensure continued relevance

Abstract

Co-operative education as practised by technikons in South Africa involves far more than the placements of students for experiential learning and the administrative systems supporting it. This paper elaborates on two very important aspects of co-operative education, namely co operative curriculum development and continuous consultation.

Schneider's original philosophical basis for co-operative education is revisited. The potential deeper learning is emphasised and the importance of reflected learning highlighted. The latter is directly linked to curriculum development.

The economic performance, needs and demands of a country tend to be directly influenced by the curricula of the country's education system. The relevance of the marketing concept and the similarity between curriculum development (education) and product development (an aspect of the marketing mix) are illustrated.

The present curriculum development process for technikons in South Africa is outlined in this paper. Because technikon curricula are industry-focused, continuous consultation is of the utmost importance to ensure continued relevance. Significant changes are foreseen for the technikon curriculum development process due to the introduction of the South African Qualifications Authority (SAQA) and the new National Qualifications Framework (NQF).