The theoretical underpinning of the Personalized Education Curriculum System (PECS) signifies a transformative curriculum aimed at reforming the current South African CAPS-NSC curriculum. PECS amalgamates various educational philosophical foundations, incorporating core principles espoused by Dewey, a prominent figure in the history of education. Chief among these are progressivism, pragmatism, and reconstructionism, complemented by a humanistic approach and postmodernism. When analyzing this curriculum from a philosophical perspective, it prompts inquiry into what propels this curriculum system.PECS is a transformative curriculum design. If PECS is a curriculum advocating for change, then the theory of change (TOC) must serve as the impetus for PECS’ existence. This paper endeavors to briefly explore the theory of change and its underpinning of PECS.
French et al. (2020) assert that the Theory of Change is a methodology developed to facilitate the understanding and explanation of the process of change and how interventions lead to desired outcomes and objectives. Essentially, the Theory of Change offers a comprehensive description and illustration of how and why the desired change is expected to transpire within a specific context. It primarily focuses on mapping out the “missing middle” – the gap between the activities or interventions of a program or change initiative and how these culminate in the achievement of desired goals. What is salient within the realm of the Theory of Change is the concept of “filling in” and addressing the “missing middle.” In essence, the Theory of Change is concerned with identifying the gap between the curricula of affluent and underprivileged learners (the “missing middle”) and providing solutions to bridge this gap (filling in). In short, the theory of change aspires to close the educational chasm between private and public schools by substituting an inadequate (public) curriculum with a more comprehensive one. However, when one curriculum is replaced, it implies that it lacks certain components, as seen in the case of CAPS, which has marginalized the majority of South Africans by offering an inferior education.
This theory of change is the driving force behind the proposed curriculum system of PECS. It derives from the enduring gap inherent in the CAPS-NSC curriculum. This gap has persisted for decades within the South African educational system. The existing gap in the CAPS-NSC curriculum pertains to a poor curriculum system developed for learners who can’t afford private education- a curriculum that fails to adequately prepare learners for either institution of higher learning or the job market. The crux of the issue lies in the lack of alignment between what learners are taught and the real-world demands of the workplace, resulting in a disparity between the skills acquired by learners and those anticipated by employers. This gap and lack of synergy necessitates a thorough diagnosis and careful attention to the ills of the South African curriculum system.
The evidence of the poor state of the CAPS-NSC curriculum is reflected in the subject choices offered by the Department of Basic Education (DBE). Vital subjects from various fields such as law, sports sciences, and journalism are conspicuously absent (DBE, 2021). Even in technical subjects like engineering, drama, and entrepreneurship, the content remains predominantly theoretical yet the nature of such subjects demands practicability. Consequently, some learners abandon their educational pursuits, perceiving no purpose and struggling to connect their educational experiences with their future objectives. This glaring lack of alignment with learners’ aspirations demonstrates that the DBE’s curriculum organizational structure is detrimental to the broader public and necessitates a comprehensive review to render it more pertinent to learners with diverse abilities.
A more direct example to the evidence mentioned above is found from learners with an interest in journalism and media studies, who are trapped within the NSC curriculum that does not offer such subjects. This curriculum fails to incorporate subjects such as Broadcasting Journalism, News Reporting, Investigative Journalism, Communications, Media Studies, and Editing. This omission of relevant coursework leads to learners’ discontent and loss of motivation, resulting in the abandonment of their ambitions to enter the field.
Despite various curriculum reforms introduced, such as Curriculum 2005 in 1997 and subsequent initiatives like the Revised National Curriculum Statement – RNCS (2004), NCS (2007), and CAPS in 2012, the South African curriculum remained predominantly unchanged, adhering to a one-size-fits-all model. Learners, through the curriculum, continued to be forced to take subjects that lacked relevance to their life aspirations, indicating a focus on policy changes rather than substantial curriculum transformation. This results from the stark reality of the South African curriculum system’s failure to cater to the diverse educational needs of its learners, and complete failure to accommodate their personal traits and interests. In conjunction with this, Gardner (2009) highlights that throughout most of history, not all households have been able to afford an education geared toward the individual learner (Personalized Education Curriculum System- PECS). This resulted in education remaining a mass endeavor in most countries, marked by standard curricula, pedagogy, and assessments. This is precisely where the gap lies, and this elucidates the Theory of Change (TOC) as the driving mechanism behind the proposed PECS as an alternative curriculum in South Africa.
French et al. (2020) cite Reinholz and Andrews (2020), who reveal that the process of “filling in the missing middle” compels project planners to contemplate how change occurs and the outcomes required at each stage of the change process to attain specified goals. Traditionally, projects have focused on the initial stages, activities, and their implementation, rather than the critical question of whether the interventions lead to the desired outcomes or long-term goals. The Theory of Change should be founded on a demonstrated hypothesis of interventions that result in specific changes. This is precisely why PECS aims to rescue students from a curriculum that fails to address their unique needs. PECS is a disruptive education curriculum system that, by design, seeks to alleviate confusion surrounding curricular disparities. It provides clarity through its 50% pass requirement standards. PECS aspires to restore the dignity and worth of the South African educational system by adhering to societal demands. PECS endeavors to allow learners to gain workplace experience while still in school. This unique feature makes PECS highly relevant and inspirational for the South African and African educational community. Such change is a necessity and this is the path to fixing the education system.”
Arguments like these prompted the development of the Personalized Education Curriculum System (PECS). Rooted in a humanistic approach and drawing from quality curriculum theory and competency-oriented education, PECS focuses on practical assessments to gauge students’ relevant skills, aptitudes, and values essential for navigating modern society effectively. PECS emerged as a response to dissatisfaction with the modernist curriculum system in South Africa, akin to the birth of postmodernism. It seeks to rescue learners from a curriculum that lacks progressive elements and fails to provide differentiated learning suitable for all students. Similar to the historical advent of progressivism, PECS acts as a disruptive and qualitative curriculum system aimed at resolving the confusion stemming from curriculum inconsistencies. PECS intends to restore the worth and respect of the education system by rendering it responsive to societal needs through a curriculum rooted in liberal education principles. A unique aspect of PECS is its emphasis on affording learners’ insights into the working world during their schooling years. This distinct feature underscores the relevance and inspiration that PECS offers to the educational community of South Africa and the broader African context. This perspective envisions an improved education system achieved through the implementation of such an approach.
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Cite this publication: XABA, S.S. 2023.The theory underpinning personalized education curriculum system (PECS). https://simnandisolutions.co.za/post/
Bibliography
DBE, 2021. Subject choice and career pathing. https://www.education.gov.za/Informationfor/Learners/SubjectChoiceandCareerPathing/tabid/980/Default.aspx#:~:text=Accounting%2C%20Agricultural%20Management%20Practices%2C%20Agricultural,Geography%2C%20History%2C%20Hospitality%20Studies%2C. Date of Access:17 October 2023.
Gardner, H.2009. The Next Big Thing: Personalized Education. http://files.ctctcdn.com/7f90c067be/193f47f3-abef-4eee-a79b-5725314f320c.pdf. Date of Access: 16 October 2023
French, J., Bachour, R., Mobtar, R. 2020.Theory of change for transforming higher education. https://bpb-eu-w2.wpmucdn.com/sites.aub.edu.lb/dist/f/44/files/2020/07/Transforming-Higher-Education-Project-Theory-of-Change-Narrative.pdf. Date of Access:18 October 2023