Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/16807
Title: Redesigning the 3R's and Core Academic Subjects to Improve Learning, Teaching and Assessment in the New Learning Paradigm
Contributor(s): Kivunja, Charles  (author)orcid 
Publication Date: 2015
Handle Link: https://hdl.handle.net/1959.11/16807
Field of Research (FoR) 2008: 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management)
130299 Curriculum and Pedagogy not elsewhere classified
130202 Curriculum and Pedagogy Theory and Development
Field of Research (FoR) 2020: 390106 Geography education curriculum and pedagogy
390107 Humanities and social sciences curriculum and pedagogy (excl. economics, business and management)
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390102 Curriculum and pedagogy theory and development
Socio-Economic Objective (SEO) 2008: 930201 Pedagogy
930101 Learner and Learning Achievement
930102 Learner and Learning Processes
Socio-Economic Objective (SEO) 2020: 160302 Pedagogy
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Abstract: Pedagogies that made teaching, learning, assessment and curricula of the 20th century the great success that it was were designed and implemented with an emphasis on what are generally referred to as the 3R's of basic education, namely reading, -riting, -rithmetic and related subjects. Those pedagogies produced graduates that were well skilled for the Industrial Age economy. However, mainly due to the ubiquitous penetration of microelectronics and digital technologies into every day living, trades, businesses and occupations, a New Learning Paradigm is needed to equip graduates with the skills they need to succeed in the Knowledge Age economy. The Partnership for 21st Century Skills (P21) (P21, 2009) conceptualises those skills as consisting of not just the traditional core subjects, but also what they characterize as the Learning and Innovations skills, the Career and Life skills, as well as the Digital Literacies skills. They argue that the traditional core skills need to be redesigned as explained in this paper to form part of the New Learning Paradigm.
Publication Type: Journal Article
Source of Publication: International Journal of Humanities and Social Science, 5(1), p. 30-42
Publisher: Centre for Promoting Ideas
Place of Publication: United States of America
ISSN: 2221-0989
2220-8488
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Other Links: http://www.ijhssnet.com/journals/Vol_5_No_1_January_2015/3.pdf
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Appears in Collections:Journal Article
School of Education

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