Abstract:
This paper explores how the foundation phase subject area of “life skills” is being
offered at (n= 9) higher education institutions (HEIs) in South Africa. The aim of
the study, about which we report, was to identify similarities and differences in the
curricula offered at these institutions and to establish the extent to which the different
modules attend to the various aspects of life skills according to the most recent
national curriculum. We conducted semi-structured interviews with participants who
teach the subject at universities and we also analysed curriculum documents. We
worked with a purposive sample of 9 respondents from the respective universities. The
study found that although universities use the CAPS (national curriculum) document
as guideline for structuring their curricula in teacher education programmes, some
participants indicated that they follow an integrated approach, thereby implying that
the different components of the school curriculum as outlined in the CAPS document
are not specifically accommodated within their programmes. An additional finding was
that there is a vast difference in the range of credits allocated to the various aspects of
life skills that may restrict social mobility between various HEIs.
