Participatory evaluation of the Bachelor of Indigenous Knowledge System at the University of Venda

The Bachelor of Indigenous Knowledge Systems qualification was introduced, in University of Venda, in 2014 as one of the de-colonizing programs to ensure that, South African indigenous knowledge systems is preserved and transferred to younger generations through Higher Education’s teaching and learning systems; the first cohort graduated in May 2018.The purpose of the program was to affirm that local African knowledge is a strong driving force not only in economic growth, but also in pursuance of excellence in the globalized knowledge economy. A participatory evaluation study, which employed Action Learning and Action Research approach was conducted. Data was generated through an adapted Appreciative SWOT (Strength, Weakness, Opportunities, and Threats) process, which entailed semi-structured interviews, individual interview and questionnaires that were distributed online, since it was during the Covid period in 2020. Purposively-selected research participants included BIKS (Bachelor of Indigenous knowledge System) students, lecturers, indigenous knowledge system holders and IKS ( Indigenous Knowledge Knowledge) Coordinator. The findings of the study highlighted that the strength of the curriculum lies in its interdisciplinary nature, hence, the curriculum promotes and recognizes multiplicity of knowledge forms, which contribute to the de-colonial agenda. The programme has multiple streams and opportunities for WIL ( Work Integrated Learning), however, the lack of capacity and efficiently-trained BIKS lecturers and their workload compromise effective and efficient curriculum delivery. The study suggested curriculum transformation which would entail revisiting the content of the program to ensure that the core value of each of the course subjects’ context is comprehensively, reflected throughout the curriculum. The study’s results have made methodological contributions to the body of knowledge on research methodologies in that an evaluative Participatory Action Learning and action Research was employed following Appreciative Inquiry principles and an appreciative SWOT Analysis.

Author dc:creator

• Nevhudoli, Nyadzani Dolphus

Advisors dc:contributor.advisor

• Netshandama, V. O.
• Matshidze, P. E.

• Bachelor of Indigenous Knowledge Systems (BIKS)
• Curriculum
• Curriculum Transformation
• Curriculum Review
• Program
• Appreciate Inquiry (AI)
• Participatory and Learning Research (PALAR)

Statement dc:rights

• University of Venda

Language dc:language.iso

en

Repository record dc:identifier.uri

http://univendspace.univen.ac.za/handle/123456789/2736

OAI identifier oai:identifier

oai:univendspace.univen.ac.za:123456789/2736