Abstract:

Higher education institutions in South Africa responded in a variety of ways to student under-preparedness for tertiary studies particularly in the science, engineering and technology programs. The implementation of extended curriculum programs has largely been viewed as a panacea for student under-preparedness for tertiary studies. The articulation gap between school and higher education is not expected to be significantly bridged in the short to medium term in view of several factors impinging on the overall quality of the basic education system. The critical evaluation of the impact and efficacy of extended curriculum programs is imperative in order to ensure coherent realisation of envisaged outcomes associated with these programs. While teacher professional development is mooted as one of the plausible quality-enhancing strategic interventions that could be meaningfully exploited to arguably generate the desired quality within the basic education system within the broader South African context, the undertaking itself is bound to be a gradual and arduous process. The evolution of curriculum reform appeared to be a source of frustration for teachers with regard to the realisation of their professional development aspirations. Yet, any curriculum reform process should ideally be underpinned by careful and meticulous planning in order to ensure its structural coherence and the achievement of desired outcomes. It is in recognition of the complexity of the curriculum reform process within the basic education sector in South Africa that higher education institutions deemed it appropriate to confront the resultant dilemma associated with student under-preparedness through various strategic interventions. Commensurate with the need to realise the transformational impact of extended curriculum programs, this study examined the efficacy of the physics extended curriculum program at a South African University. The program appeared to provide meaningful academic benefits to students that served to ensure academic success in their studies. The theoretical implications for curriculum reform are discussed.

Keywords:

Articulation gap, extended curriculum programs, efficacy, strategic interventions, teacher professional development.