SciELO - Scientific Electronic Library Online

 número86Embroidery as method: Stitching together narrative becomings and data índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados



Links relacionados

  • En proceso de indezaciónCitado por Google
  • En proceso de indezaciónSimilares en Google


Journal of Education (University of KwaZulu-Natal)

versión On-line ISSN 2520-9868
versión impresa ISSN 0259-479X


MOYO, Temwa; MCKENNA, Sioux  y  NDEBELE, Clever. How the Teaching Development Grant was used (and the problem of common-sense understandings of teaching and learning). Journal of Education [online]. 2022, n.86, pp.126-142. ISSN 2520-9868.

Teachers at primary and secondary education levels are required to hold a professional qualification but, at the higher education level, all that is required is content expertise. This may well contribute to South Africa's low university throughput and retention rates, in response to which, since 2004, the state has provided ZAR5.5 billion in the form of the Teaching Development Grant (now the University Capacity Development Grant) to address poor completion rates. We present an analysis of the use of the grant across the sector using a social realist framework. Every academic and student has themselves been taught and so have developed untheorised assumptions about curriculum and pedagogy. Such common-sense assumptions about teaching and learning often serve to reinforce the status quo, which is particularly problematic in a sector with poor and racially differentiated throughput and success rates. Many initiatives funded through the grant evidenced a reliance on common-sense assumptions rather than on theorised accounts. In particular, student development often took the form of remedial, add-on initiatives that left the mainstream curriculum untouched-and staff development was often generic and short term. We also found that expertise in academic development, which could potentially challenge common-sense assumptions, was unevenly distributed.

Palabras clave : funding; academic development; Teaching Development Grant; University Capacity Development Grant.

        · texto en Inglés     · Inglés ( pdf )


Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons