<![CDATA[The purpose of this paper is to the discuss the design and delivery strategies adopted by institutions of higher education in the challenging times looking mainly at the opportunities and potential challenges posed by utilisation of technology as a mode of curriculum delivery for face-to-face and online learning and assessments. Curriculum change emerged as key focus in restructuring the educational system and strong emphasis was placed on its implementation. Curriculum is a complex and contested terrain that is variously described based on disparate philosophical lenses through which it is viewed. When the word curriculum is used it is generally understood as applying to school education that is to the prescribed learning programmes of schools or more broadly to the learning opportunities provided to school learners, rather than to higher education. The argues that inadequate training regarding curriculum implementation, lack of guidelines for the implementation of curriculum changes and the complexity of managing the new and the old curriculum simultaneously. However, despite the increasing pressure upon academics to interrogate their own systems and disciplinary structures that chiefly focus on a traditional mode of specialised knowledge production, there is limited evidence of significantly changed understanding of curriculum practices. Although, South Africa has unique political, economic, social and cultural needs due to its history to provide justification for curriculum transformation, it still has to deal with fundamental psychosocial, identity and pedagogical identical issues. The paper concludes that technology can be utilized to improve teaching and learning and help our students be successful.]]>
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