Managing change without sacrificing quality: music teaching and learning at South African tertiary institutions

Joseph, Dawn 2006, Managing change without sacrificing quality: music teaching and learning at South African tertiary institutions, Australian journal of music education, no. 1, pp. 18-24.

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Title Managing change without sacrificing quality: music teaching and learning at South African tertiary institutions
Author(s) Joseph, DawnORCID iD for Joseph, Dawn
Journal name Australian journal of music education
Issue number 1
Start page 18
End page 24
Publisher Australian Society for Music Education (ASME)
Place of publication Parkville, Vic.
Publication date 2006
ISSN 0004-9484
Keyword(s) Music -- South Africa
Music -- Instruction and study -- South Africa
Music teachers -- Training of
Summary After the jubilation of the first democratic election in 1994, South African educational settings were faced with the challenge to rethink curriculum, content and delivery as part of its nation building process. Education continues to be a major player in stimulating wider change in society and is one arena where change may be readily facilitated. Changing the style and practice of teacher education programs remains a key feature in the transformation process. Twelve years on, curriculum, has undergone reform in terms of Outcomes Based Education (OBE)? Revised National Curriculum Statement (RNCS) of 2002, accordingly, universities continue to prepare teachers for multicultural classrooms. Universities are now challenged to manage increased student intake (quantity) for teacher education programs without having to sacrifice quality for teacher education. This article focuses only on The University of Pretoria, a city university previously known as a traditional Afrikaans university situated in the greater Johannesburg area in South Africa. Through interview data with two music educators at this university, I present some of the current trends and challenges that tertiary music educators face in preparing music teachers in South Africa. This article also outlines a paradigm shift in the curriculum and argues for a holistic music education, one that endorses most of the major cultures and musics in South Africa. The question I pose is how then do we effectively manage change at tertiary level without sacrificing quality when preparing future music teachers to meet the needs and challenges of the curriculum and society.
Language eng
Field of Research 130201 Creative Arts, Media and Communication Curriculum and Pedagogy
130103 Higher Education
HERDC Research category C1 Refereed article in a scholarly journal
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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