The article about the Further Education and Training Curriculum (Grades 10-12) by David Macfarlane (March 22) is misleading, selective and based on misinformation. While it is true learners joining the Further Education and Training (FET) band in Grade 10 in 2003 will not be offered Curriculum 2005, it is reckless to suggest they will be given an “old” curriculum. To say the Department of Education has not prepared for the implementation of the curriculum is a gross misrepresentation.
The introduction of C2005 in FET should be placed first in the context of the reputable review and revision of the general education and training curriculum the Ministry of Education initiated in 2000. Secondly, the “cleansing” of apartheid curricula of offensive, sexist and racist content that we began in 1994 ushered in an era of systematic curriculum changes in the FET programmes.
For a start, in 1996, the syllabi of the 19 different departments were unified, and common standards of assessment were used for the first time in a common, non-racial exam. In 1998 the syllabi for all languages were overhauled to develop critical thinking skills rather than the rote learning encouraged by the old curricula.
In 1999 the Cambridge International Examination Syndicate was asked to review our Senior Certificate, and their report led to the introduction of school-based continuous assessment. Continuous assessment, a feature of the new outcomes-based curriculum, is now an integral part of our system.
In 2000 we submitted our matric exam papers to the Scottish Qualifications Authority for benchmarking. This exercise found that our Senior Certificate is comparable to the Scottish and other school-leaving examinations. The education department is working hard on addressing the concerns raised in the report. These changes have undoubtedly impacted on the teaching and learning experiences of our students and reflect significant shifts in the curriculum.
Last year we introduced five national question papers, ensuring common standards across all provinces. A sixth rotating subject will be introduced in 2004. This again represents a departure from the “old” curriculum that Macfarlane talks about.
We have come a long way since the last racially based matric exams in 1995. We offer a high quality, sought-after qualification, with portability locally and internationally. Talking of an “old” curriculum is misleading and reckless. Our teachers have been exposed to new outcomes-based instructional approaches and we will continue to improve the readiness of the system for the delivery of the curriculum. Khetsi Lehoko, Deputy Director General, Department of Education