A Critical Review of the Law in Education Course: A Social Change Perspective Post-Covid-19 Era

Florence Ndanganeni Litshani, Rebecca Ofundem Bessong, Samuel Jere

Abstract


Accredited programmes must be evaluated for relevance after a specified period. This study was motivated by the dearth of academic studies that focus particularly on the ways in which lecturers should review programmes/courses. The purpose of this study was to critique the Law in Education course in the Bachelor of Education Honours of the Education Management programme and establish its impact on social change. The study was informed by two models: Bernstein’s systematically aligned curriculum and Luckett’s model of epistemically diverse curriculum in higher education institutions. Thus, the study followed an epistemological approach that emphasises the importance of personal perspective and interpretation. The study population comprised of university students who had undertaken the programme in the past two years (2022, 2023), the Institutional Programme Qualification Authority (IPQA) official (Head of Quality Assurance-HQA), and lecturers of the Educational Management course in a South African university. Convenience sampling was employed to draw a relevant sample of 13 participants. Data were collected through semi-structured interviews, focus group discussions and document analysis, before being analysed thematically. The results identified certain deficiencies and hindrances that impact the teaching, learning and assessment, as well as the programme’s attributes of social change that are systemic, institutional, and contextual. The study highlights the status quo of an institution. An institutionally aligned programme review model is proposed to assist with future programme reviews.

 

https://doi.org/10.26803/ijlter.24.3.12


Keywords


Law in Education; deficiencies; hindrances; epistemological approach; programme outline review

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References


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