Curriculum Development and Evaluation: Curriculum Components in Action: 24 (Constructing Knowledge: Curriculum Studies in Action)

Much has been written about successful curricula for/of the fourth/Fifth Industrial Revolution (4/5IR). The written work has been dominated by a contestation between content-driven approaches (professional needs) and outcomes-driven approaches (societal needs). The contestation between these approaches misses the production of conclusive curriculum components that underpin a successful digitalised curriculum for/of the 4/5IR. The contestation further misses a pragmatic curriculum, which is capable of addressing individual-unique needs. As such, this book concentrates on curriculum components that underpin a successful digitalised curriculum for/of the 4/5IR. It further discusses curriculum components for/of a pragmatic curriculum that harmonises between the two dominating approaches.

Contributors are: Bongani Boy Dlamini, Reuben S. Dlamini, Terrie Jwan Sella, Simon Bhekumuzi Khoza, Dumisa C. Mabuza, Makhulu A. Makumane, Dumsani W. Mncube, Cedric Bheki Mpungose, Sandiso Ngcobo, Makhosazana E. Shoba, and Lerato Hlengiwe Sokhulu.

Simon Bhekumuzi Khoza (PhD) is a university distinguished teacher, full professor, NRF rated-researcher, and top 100 world rated education scientist of Curriculum and Educational Technology at the University of KwaZulu-Natal, South Africa. He has several high international indexed publications and has graduated several PG students.

Makhulu Alice Makumane (PhD) is a head of department and senior lecturer at the National University of Lesotho in the Faculty of Education. She has published book chapters and journal articles in peer reviewed and accredited journals.

Cedric Bheki Mpungose is a full professor of Curriculum and Instructional Studies at the University of South Africa. He has published book chapters and journal articles in peer reviewed and high indexed accredited journals. He has graduated several postgraduate (M.Ed/PhD) students.