The education systems of the world are designed to serve their respective nations for developmental and growth purposes. The socio-economic challenges faced by various nations are, in essence, questions that require answers. Challenges related to poverty, unemployment, human settlements, decentralization, redressing the imbalances of the past, education decolonization, international relations, business and trade industries, etc. form part of a question that is asked by the society. This question is asked with hopes that the education authorities will answer through the establishment of an effective education curriculum system that is strategically designed to address these matters to the satisfaction of the concerned populace. Curriculum development is informed exactly by such affairs and therefore curriculum systems should be designed in accordance with the mandate to serve the communities and stabilize the welfare of its citizens. This paper aims to explore the extent to which South Africa’s education curriculum system is relevant as a vehicle to drive the social mandate embedded in those embarking on education journey.

Education systems are designed to train and produce professionals who are then anticipated to be the solutions within society. Social workers, psychologists, educators, lawyers, accountants, police, entrepreneurs, etc. are typical examples of professionals who serve communities in different capacities. These servants and their work form part of the response to the question that is asked by society. In short, it is clear that professionals trained in different institutions are giving back their services for the beneficiation of society. This information further solidifies the significance of education in relation to serving the nation in different departments. This is the essence of education from the social reconstruction point of view – education should respond to society’s needs.

It then becomes a challenge when society has asked one question and the curriculum system answers the other. It is here that the quote by Fuller, (1970) – “Education is irrelevant if it answers the question nobody asked” comes into play. In an instance where the curriculum system responds to the question nobody asked, it renders itself irrelevant and redundant. That is why Stabback, (2016) outlines that the policy statement and technical document that represent the curriculum system should reflect a broader political and social agreement about what a society deems of most worth – that which is of sufficient importance to pass on to its children as the future generation of the society. Thus, this prompts the question: Is the South African education system answering the question that has been asked, or it answers the “other” question nobody asked?

South African public schools comprise of students of different cultural, social, racial, religious backgrounds, etc. Amongst the student composition are aspiring Journalists who are not doing relevant Journalism subjects like Multimedia Journalism, Photojournalism, Mass Communication and Ethics, Broadcasting Journalism, News Reporting, Political Studies, etc. In the same public school space, students hold aspirations of venturing into sports careers but Sports Coaching, Sports Journalism, Sports Development, Sports marketing, are still not offered as subjects in public schools. Failure to provide such curriculum (subjects) and to accommodate differences students bring about in the curriculum space depicts a lack of quality in the curriculum setup. In agreement with this, Stabback, (2016) argues that a good quality curriculum system enables and encourages learning differentiation which means that it provides space for

educators to adapt the curriculum to suit the specific academic needs of students. The further argument is that good quality curriculum system would not impose that all students, despite differences, should learn the same content in the same way and in the same number of hours. A good quality curriculum will ensure educator flexibility to ensure that their content delivery mode is appropriate to their students` needs and capabilities. This sounds like the curriculum system that every society is asking for, is this the question that South Africa’s CAPS Curriculum system is answering?

The above argument illustrates the students as part of the society, having identified various fields into which they wish to venture. Some of these students are not academically inclined and curriculum provisions should be made to accommodate this differentiation. This also shows young people who are future-oriented and unfortunately are requested by the failing curriculum system to wait until higher education level to experience relevancy and coherence between their future dreams and their education. This is a very good example of a curriculum that lacks quality because a qualitative curriculum, according to Stabback, (2016) recognizes that not all students are academically gifted; some will do better in one domain than they will in another For students to be requested to wait until higher education period to experience relevancy between their dreams and their education signals the curriculum that fails to recognize each learner’s individualistic traits – personal, social and cognitive capacities. Who asked the question the basic education sector is answering?

Another interpretation of Fuller’s words is that education is meaningless if it doesn’t serve the future purpose students have identified for themselves. If the curriculum system is not gearing up students for the future, then that system is redundant and major reform is needed. In concurrence to this, Stabback, (2016) reveals that the principal objective of a quality curriculum is, in a fair and inclusive manner, to enable students to acquire and develop the knowledge, skills and values, and the associated capabilities and competencies, to lead meaningful and productive lives. Therefore, it is clear that the major reform would only be possible through realizing and conceding the reality that the curriculum system is faced with costly shortcomings, however, the continued disavowal of this reality will prolong the long-suffering students have been experiencing in classrooms. This concern brings one question: Who asked the question the South African CAPS Curriculum system is answering?

It is for arguments such as these that the Personalized Education Curriculum System (PECS) has been established to lead the way on matters of curriculum relevancy. The PECS is intended to save students from the monstrous curriculum that fails to strike differentiation to accommodate all learners. PECS is a disruptive education curriculum system that, by design, will end the confusion surrounding curricular disagreements. PECS is clear on the 50% pass requirement standards. PECS aspires to restore the worth and dignity of our educational system through proper adherence to the demands of society. PECS seeks to allow students to taste a glimpse of workplace experience while in school. That’s what makes PECS unique and highly relevant to inspire the education community of our nation, South Africa, and the whole of Africa. And thatis how we believe the education system can be fixed.

Know more about PECS: https://simnandisolutions.co.za/personalized-education/. Please answer these 3 questions and submit them: https://simnandisolutions.co.za/pecs.

– Questionnaires Bibliography:

Fuller, F.F. 1970. Personalized education for teachers. An introduction for teacher educators. https://files.eric.ed.gov/fulltext/ED048105.pdf. Date of Access: 18 April 2023

Stabback, P. 2016. What makes a quality curriculum? https://unesdoc.unesco.org/ark:/48223/pf0000243975. Date of Access: 19 April 2023