Abstract
M.Ed.
One of the clauses of the Constitution of the Republic of South Africa as stated in
its preamble is to heal the divisions of the past and thereby establish a society
based on democratic values, social justice and fundamental human rights (RSA,
1996).
The introduction of the new Constitution on the 8th of May 1996, set in motion a
series of changes in the lives of many South Africans (Keeton, 1999: 6). These
changes seek to bring about what Senge, (1997: 16) calls, "metanoia" or a
paradigm shift resulting in new ways of thinking and doing.
Occurring at the same time as the constitutional changes, we have seen the
globalization of the commercial and political world, the explosion of information
technology, unbundling of commercial conglomerates, demutualization of mutual
organisations and other fundamental changes. As a result, many learners have
had to reconsider and adjust their subject choices in favour of computer science,
commerce, science, tourism and other more marketable subjects.
The emphasis that is placed by the constitution on "equality", "human dignity" and
the freedom, for example, freedom of religion, belief and opinion, freedom of
expression, freedom of association and others, have made it necessary for the
department of National Education to be favourably disposed to the introduction of
human rights education as part of the new curriculum (RSA, 1996: 10).
As a response to changing needs and to new challenges outlined above, a new
curriculum in the form of Curriculum 2005, has been developed. It differs from the
old because it, amongst other things, encourages creative thinking as against
rote learning. It is learner centred and not educator dominated. It makes use of
continuous assessment more than end of year examinations (Kruger, 1998: 7).
The new curriculum, it is hoped, will help in the quest for solutions to some of the
following challenges.