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By Thabile Ferro and Sinobukhosi Moyo
Modularisation has its roots based in the ‘competency –based education ‘movement that began in the United States in the 1970’s.
It then spread to other countries like Canada, Australia and the United Kingdom .The idea of modularisation was influenced by the ‘open university ‘ movement , which began in the UK in the late 1960s.
These movements emphasised the need for flexible , individualised learning .Eventually ,this led to the implementation of modularised courses and programmes in a variety of settings .
In Zimbabwe , the Open University of Zimbabwe (O.U.Z) now known as Zimbabwe Open University was established in 1999 , and it began offering degree programs with a modularized structure .
Since then, other institutions have also begun to offer modularised programmes including University of Zimbabwe and Midlands State University.
The concept of modularisation in higher education has gained popularity in recent years as universities seek to offer more flexible and personaliaed learning experiences for students.
By breaking down courses into smaller, self-contained modules, students have the opportunity to customise their academic journey, explore different subjects, and progress at their own pace.
However, while modularisation offers several benefits, it also comes with its fair share of challenges and criticisms.
One of the key advantages of modularisation is its flexibility. Students can select modules based on their interests and career goals, creating a more tailored educational experience.
This approach allows students to delve deeper into specific topics, develop specialised skills, and gain a broader understanding of various disciplines.
An example of a university that appreciates modularization for its flexibility is the Open University (OU) in the United Kingdom. The OU uses a module-based approach to learning, which allows students to choose subjects they want to study and create a degree pathway that suits their needs.
Additionally, modularization can accommodate diverse learning styles and preferences, enabling students to learn at their own speed and focus on areas where they need additional support.
For instance, let’s say a student who is interested in studying marketing, but they also have some interest in psychology.
With a modularized curriculum, they could take some marketing modules and some psychology modules.
This would allow them to gain knowledge and skills in both areas rather than just one.
It also allows students to balance their studies with work and family commitments and it has helped the Open University to become one of the largest universities in the UK.
Moreover, modularization promotes interdisciplinary learning by encouraging students to connect concepts and ideas across different modules.
This cross-disciplinary approach fosters critical thinking, creativity, and problem-solving skills, preparing students for the complexities of the modern workforce.
By engaging with a variety of subjects and perspectives, students can develop a well-rounded education that goes beyond traditional disciplinary boundaries.
One university that appreciates modularization for promoting interdisciplinary learning is Stanford University in the United States.
Stanford has a modularized curriculum that allows students to take courses from different departments and schools, which encourages them to think across disciplinary boundaries.
For example, a student could take courses in computer science, economics, and psychology, which would give them a unique perspective on problems and solutions.
This interdisciplinary approach to learning encourages students to think creatively and problem-solve in ways that wouldn’t be possible if they were confined to a single discipline.
The University of Cape Town (UCT) in South Africa also appreciates modularization for promoting interdisciplinary learning.
UCT has implemented a modular system called the “Flagship Modular Curriculum,” which encourages students to take courses from different faculties and disciplines.
Professor David Harvey, a Geographer and social theorist at the City University of New York, is one scholar who wrote about the positive side of modularization in the sense that it promotes interdisciplinary learning.
He argues that modularization allows students to develop an interdisciplinary perspective, which is essential in today’s complex world.
In his book, “Cosmopolitanism and the Geographies of Freedom”, he states, “The modularization of knowledge into discrete and bounded courses serves to reinforce the disciplinary silos that have tended to impede cross-disciplinary understanding.
This approach promotes interdisciplinary learning and helps students to think creatively and holistically about issues.”
However, despite these benefits, modularization also poses challenges. One of the main criticisms of modularized programmes is the potential lack of coherence and continuity in the curriculum.
With courses fragmented into separate modules, students may struggle to see the bigger picture and understand how different topics relate to each other.
This disjointed approach can hinder students’ ability to develop a comprehensive understanding of a subject and may lead to gaps in their knowledge.
Dr Archie Mafeje a South African sociologist and anthropologist says the modularization approach lacks coherence and continuity in the curriculum.
In his article “Towards Africanity”, he argued that the modularization of knowledge creates a “low” understanding of African history and culture and fails to address the “complexities and contradictions” of African societies.
“The modularization of knowledge destroys the natural unity and continuity of knowledge”.
For instance, a university that has raised concerns about the lack of coherence and continuity in modularized curricula is Cambridge University in the United Kingdom.
In a 2014 report, the university highlighted concerns about the “fragmentation” of knowledge and the risk of losing the “coherence and continuity” that comes from studying a subject in depth.
Cambridge’s traditional curriculum is designed to provide a broad foundation in the arts and sciences, with students studying a range of subjects before specializing in a particular field.
The university believes that this approach helps students develop critical thinking and analytical skills, as well as a deep understanding of their chosen discipline.
Furthermore, the modular structure can create logistical issues for both students and educators. Students enrolled in multiple modules simultaneously may face difficulties managing their workload, deadlines, and assessments.
Educators, on the other hand, must ensure the alignment and integration of modules to maintain consistency in learning outcomes and assessment criteria.
Without effective coordination and communication within modularized programs, there is a risk of confusion, duplication of content and inconsistencies in teaching approaches.
A university that has faced logistical issues due to a modular structure is the University of California, Berkeley (UCB) in the United States.
The university has a modular system called “Courses of Instruction,” which allows students to combine courses from different departments into a degree.
However, this system has created challenges for students and educators, particularly in terms of scheduling.
In the words of Professor Njabulo Ndebele a former Vice-Chancellor of the University of Cape Town, he argues that “One of the problems with the modular system is that it disrupts the continuity of learning and teaching”.
His statement was cited in his 2003 interview as he was one of the many people who saw the flaws of modularization that it creates challenges for both students and educators, particularly in terms of scheduling and curriculum planning.
Students often have to juggle multiple courses with different time slots, and professors may struggle to coordinate their teaching schedules with the modular structure.
Modularization means that most of the learning is happening outside classroom, then it raises the question whether the fees are justified because the high fees charged by some tertiary institutions is a real burden for a lot of families , especially those who are struggling to make ends meet.
Not only are there direct costs such as tuition fees and accommodation but there are also indirect costs such as the loss of a family members income while they are studying.
This can put a strain on family’s finances and lead to debts. With the rise of modularization came the pressure of paying fees.
For example, Lupane State University writes exams twice a semester, expecting students to have paid the full amounts by then.
This puts a lot of parents under pressure leading to a lot of students dropping out.
Moreover, many students are always under pressure because of the modularized curriculum and they feel like memorizing the material to pass their courses is better rather than truly understanding and applying material.
This issue of modularization does not only affect students but the lectures as well because it requires lectures to design courses that are more flexible and individualized.
This means that the courses should allow different teaching methods, different assignments and different ways of assessing student learning.
This can be challenging for lectures, because they have to find ways to maintain rigor and standards of their courses, while also offering students more choices and flexibility.
For example, a lecturer might have to find ways to assess student learning through both written essays and group projects, even though these are types of assignments.
Online Reporter