Abstract:

This paper addresses the importance of a constructivist approach in developing national education policy and its alignment with the institutional teaching strategy of the North-West University in South Africa. The focus is on the path policy takes until implementation and how policies influence the teaching designs teachers choose. The National Development Plan of Republic of South Africa identified education as one of the main missions this socio-economically diverse country must address to promote development. Consequently the North-West University Institutional Plan was aligned with this policy and now addresses the issue with amongst others, Mission Element 2 which is to “Develop, educate and empower through innovative and high quality teaching-learning, well-rounded graduates who are able to think laterally and critically in their service to the country and its people, the continents and the world.” Subsequently the university developed a Teaching and Learning Strategy. As teachers on the Vaal Triangle Campus of the North-West University we embraced the task to also align our teaching approach with this policy. Lecture capturing, live streaming, interactive study guides and concept videos are technology-based tools, which were introduced in teaching certain Political Science and Law modules. The objective is to create a sustainable blended learning environment by combining traditional classroom-bound teaching and learning practices with the use of innovative technological advances in an attempt to adhere to the policy path set out from the National Development Plan to the North-West University Teaching and Learning Strategy. This ongoing Scholarship of Teaching and Learning project is evaluated continuously. We argue that purposefully following a constructivist approach when developing education policies will lead to better institutional teaching strategies.