Published Article / With the dawn of the new curriculum in this country, namely, Curriculum 2005 (C2005) in 1997, and the Revised National Curriculum Statement (RNCS) in 2002, which are the two major curriculum policy developments in South Africa (Ramsuran & Malcolm, 2006:515), it invited an assortment of reactions from the entire education fraternity. The most obvious and extensive critique of the curriculum was that of the Report of the Ministerial Review Committee, which was established to review it in 2000. The approach adopted in this study is to encompass both processes of initial introduction and the revision stages in its reference to the curriculum. This article however, reveals that despite these implementation challenges, the overwhelming majority (88%) of the teachers have not only begun to embrace it, but are also applying the OBE principles in their lessons.

The crucial issue in the new democratic South Africa was to change the type of education system that was based on social discrimination to one which is non- discriminatory, unbiased and accessible to all South Africans. However, to teach in a multicultural society and being faced with the challenge of teaching multicultural diverse classes, within an OBE paradigm, demands special knowledge, skills and attributes of teachers. Therefore, this study intended to investigate teachers’ OBE practices in multicultural classrooms in order to determine the strengths and weaknesses that could be useful for the improvement of teaching and learning within multicultural contexts. The study was approached from a socio-reconstructivist point of view and focused specifically on schools in the Harrismith region. The purpose of this study was thus to explore and come to a better understanding of how teachers’ OBE practices accommodate multicultural diverse learners in the Harrismith region. In order to direct the study towards the intended purpose, a literature study was undertaken to define multicultural diversity and to conceptualize OBE practices in order to operationalize the concept within the context of the study. The empirical research was done by following a qualitative research design in the form of a case study. Semi-structured, individual interviews and observations were used as data collection instruments. Interviews were conducted with teachers teaching Grade 8 and 9 learners as well as learners from the same grades, of five purposefully selected schools in the Harrismith region. By using maximal variation sampling, ten teachers and ten learners from the selected schools eventually participated in the research. Observations were recorded by means of anecdotal notes which were used to verify and supplement data obtained through the interviews. According to the findings of the empirical research, it appears that the research participants’ understanding of multiculturalism lack substance. The findings also revealed that multiculturalism is mainly accommodated by implementing the following OBE practices: working together with others, showing respect, cultural sensitivity, acknowledgement of individual learner differences, and by creating positive classroom climates. It was also evident that teachers act as change agents by discrediting discrimination and prejudice. Teaching in multicultural classrooms also poses some challenges. These included language problems, acceptance of different cultural practices, racial differences and “inherent” segregation. Though the findings revealed that teachers’ OBE practices still need to be refined in order to successfully accommodate multicultural diversity, positive attitudes were reflected in terms of improving their competence with regard to teaching in a multicultural diverse environment. / MEd, Learning and Teaching, North-West University, Vaal Triangle Campus, 2012

Since the implementation of Outcomes Based Education (OBE) in South Africa, educators were confronted with new challenges regarding teaching, learning and assessment. A substantial number of educators seemed to experience these challenges as stressful, because they were not sufficiently prepared for the didactic paradigm shift and they were also unfamiliar with the OBE-terminology and methodology This situation resulted in a widespread degree of negativity and resistance amongst teachers towards the implementation of OBE in general, and specifically concerning issues related to outcomes based assessment (OBA). The primary aim of the research was to determine how educators perceive OBA and what problems they experience with the implementation thereof. In order to achieve the above-mentioned aim, 220 educators from the Bojanala West Region of the North-West Province participated in a survey. This survey was conducted by means of a questionnaire which contained structured and unstructured items. Based on the results emanating from this survey, the following conclusions were drawn: • The participants endorsed the theoretical foundations on which OBA is based and they were of opinion that OBA can provide the necessary focus for an improvement in teaching and learning, but they displayed negative perceptions concerning the practical implementation thereof. • The participants' negative perceptions regarding the implementation of OBA were caused by: • a lack of knowledge and skills due to inadequate training; • a lack of departmental support and guidance; • the administrative over-load brought on by OBA; • over-crowded classrooms and infrastructural deficiencies; and • a lack of parental support and involvement. In the light of the findings of the research, recommendations were made to enhance the practical implementation of OBA in schools. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007

On the 30 July 1996, the Department of Education launched a national curriculum process. Included in this process was the establishment of an outcomes-based education (OBE) system. This research reflects how selected South African teachers responded to the implementation of an outcomes-based education curriculum, at the onset of 1998. The research also reflects the perspectives of individuals whose task it is to design the new curriculum. The research is housed in an interpretative paradigm and has a qualitative perspective to it, in that it is primarily concerned with understanding the individual teacher’s perspective and experience of outcomes-based education. The case study research method is used, with interviews and questionnaires as the data gathering methods. The research reveals teachers’ understanding of OBE, as well as their concerns and aspirations of an outcomes-based curriculum. A number of recommendations are made to aid teachers and curriculum developers during this time of curriculum change.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

The crucial issue in the new democratic South Africa was to change the type of education system that was based on social discrimination to one which is non- discriminatory, unbiased and accessible to all South Africans. However, to teach in a multicultural society and being faced with the challenge of teaching multicultural diverse classes, within an OBE paradigm, demands special knowledge, skills and attributes of teachers. Therefore, this study intended to investigate teachers’ OBE practices in multicultural classrooms in order to determine the strengths and weaknesses that could be useful for the improvement of teaching and learning within multicultural contexts. The study was approached from a socio-reconstructivist point of view and focused specifically on schools in the Harrismith region. The purpose of this study was thus to explore and come to a better understanding of how teachers’ OBE practices accommodate multicultural diverse learners in the Harrismith region. In order to direct the study towards the intended purpose, a literature study was undertaken to define multicultural diversity and to conceptualize OBE practices in order to operationalize the concept within the context of the study. The empirical research was done by following a qualitative research design in the form of a case study. Semi-structured, individual interviews and observations were used as data collection instruments. Interviews were conducted with teachers teaching Grade 8 and 9 learners as well as learners from the same grades, of five purposefully selected schools in the Harrismith region. By using maximal variation sampling, ten teachers and ten learners from the selected schools eventually participated in the research. Observations were recorded by means of anecdotal notes which were used to verify and supplement data obtained through the interviews. According to the findings of the empirical research, it appears that the research participants’ understanding of multiculturalism lack substance. The findings also revealed that multiculturalism is mainly accommodated by implementing the following OBE practices: working together with others, showing respect, cultural sensitivity, acknowledgement of individual learner differences, and by creating positive classroom climates. It was also evident that teachers act as change agents by discrediting discrimination and prejudice. Teaching in multicultural classrooms also poses some challenges. These included language problems, acceptance of different cultural practices, racial differences and “inherent” segregation. Though the findings revealed that teachers’ OBE practices still need to be refined in order to successfully accommodate multicultural diversity, positive attitudes were reflected in terms of improving their competence with regard to teaching in a multicultural diverse environment. / MEd, Learning and Teaching, North-West University, Vaal Triangle Campus, 2012

Since the implementation of Outcomes Based Education (OBE) in South Africa, educators were confronted with new challenges regarding teaching, learning and assessment. A substantial number of educators seemed to experience these challenges as stressful, because they were not sufficiently prepared for the didactic paradigm shift and they were also unfamiliar with the OBE-terminology and methodology This situation resulted in a widespread degree of negativity and resistance amongst teachers towards the implementation of OBE in general, and specifically concerning issues related to outcomes based assessment (OBA). The primary aim of the research was to determine how educators perceive OBA and what problems they experience with the implementation thereof. In order to achieve the above-mentioned aim, 220 educators from the Bojanala West Region of the North-West Province participated in a survey. This survey was conducted by means of a questionnaire which contained structured and unstructured items. Based on the results emanating from this survey, the following conclusions were drawn: • The participants endorsed the theoretical foundations on which OBA is based and they were of opinion that OBA can provide the necessary focus for an improvement in teaching and learning, but they displayed negative perceptions concerning the practical implementation thereof. • The participants' negative perceptions regarding the implementation of OBA were caused by: • a lack of knowledge and skills due to inadequate training; • a lack of departmental support and guidance; • the administrative over-load brought on by OBA; • over-crowded classrooms and infrastructural deficiencies; and • a lack of parental support and involvement. In the light of the findings of the research, recommendations were made to enhance the practical implementation of OBA in schools. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007

The implementation of outcomes-based education (OBE) in South African schools brought radical changes to the teaching profession. The transition to an OBE curriculum exerted a great impact on teachers' assessment practices and required a major revision of teaching and learning activities. Outcomes-based assessment (OBA) does not only require of teachers to design appropriate assessment plans, assessment programmes and assessment strategies, but it also implies that learners should be provided with expanded and 89Propriate opportunities to achieve in accordance with their abilities. Thus, it is of the utmost importance that the training of teachers should not only focus on the demands that OBA make on the learner, but specifically on what OBA expects from the teacher. The main aim of assessment is to promote teaching and learning, which implies that teachers must assess in such a way that quality information about learner performance will be produced. The teacher must record and interpret this information carefully, in order to enable professional and accountable decisions about learner performance and to give constructive feedback to learners and their parents. Easier said than done! The implementation of OBE and specifically OBA elicited serious debates and fierce criticism from a variety of sources. Since the implementation of OBE, quite a number of newspaper reports reflected the negativity of teachers, educationists and other role players towards OBE and particularly OBA. OBE and OBA have become problematic and controversial issues in South Africa. In light of the above mentioned the purpose of this study was to determine the nature, scope and causes of the problems experienced with OBA in South African schools and come forward with practical, supportive recommendations that could alleviate and/or improve the situation. In order to determine the difficulties experienced with OBA empirical, quantitative and qualitative research methods were utilised. A structured questionnaire, with closed and open items, was sent to a representative sample of South African public schools. The resultant data was qualitatively and quantitatively analysed and the following main findings emerged from the research: 1. The training that teachers receive from the education department is inadequate for the successful implementation of OBA in South African schools. 2. Teachers' knowledge of OBE, and more specifically OBA, is too superficial to implement OBA successfully. 3. The assessment practices of teachers reflect that they have not yet made the transition from traditional and conventional types of assessment to authentic OBA. Assessment is primarily used for summative purposes and not for formative purposes, as is supposed to be the case. 4. The education department do not adequately support and empower teachers for the successful implementation of OBA. In light of the research findings, recommendations were made to promote the implementation of OBA in schools. / Die implementering van uitkomsgebaseerde onderwys (UGO) in Suid-Afrikaanse skole het radikale veranderinge vir die onderwysprofessie teweeggebring. Die oorgang na 'n UGOkurrikulum het 'n diepgaande impak op onderwysers se assesseringspraktyke gehad en het grootskaalse wysigings van onderrig-en leeraktiwiteite ingehou. Uitkomsgebaseerde assessering (UGA) verlang nie net van onderwysers om toepaslike assesseringsplanne, assesseringsprogramme en assesseringstrategiee te ontwerp nie, maar ook om aan leerders uitgebreide en toepaslike geleenthede te bied om volgens hulle vermoe te presteer. Dit is dus uiters belangrik dat daar in die opleiding van onderwysers nie net gelet sal word op wat UGA van die leerder vereis nie, maar spesifiek op wat UGA van die onderwyser verwag. Die hoofdoel van assessering is om onderrig en leer te bevorder en onderwysers moet dus op so 'n wyse assesseer dat dit kwaliteitinligting oor leerderprestasie lewer. Die onderwyser moet hierdie inligting noukeurig rekordeer en interpreteer, sodat professionele en verantwoordbare besluite oor leerderprestasie geneem kan word en op 'n konstruktiewe wyse aan leerders en hulle ouers oorgedra kan word. Makliker gese as gedaan! Die implementering van UGO, en in besonder UGA, het 'n hewige debat en felle kritiek uit verskillende oorde ontlok. Talle koerantberigte het sedert die implementering van UGO die negatiwiteit van onderwysers, opvoedkundiges en ander rolspelers teenoor UGO en in die besonder UGA weerspieel. UGO en UGA het 'n problematiese en kontroversiele aangeleentheid in Suid-Afrika geword. Teen die agtergrond van bogenoemde, was die doel van hierdie ondersoek om die aard, omvang en oorsake van die UGO-assesseringsknelpunte in Suid-Afrikaanse skole te bepaal en om met praktykgerigte, hulpverlenende aanbevelings na vore te kom om die situasie te verlig en/of te verbeter. Ten einde die problematiek van UGA empiries te bepaal is daar van beide kwantitatiewe en kwalitatiewe navorsingsmetodes gebruik gemaak. 'n Gestruktureerde vraelys (met geslote en oop items) is aan 'n verteenwoordigende steekproef van Suid-Afrikaanse staatskole gestuur. Die ingesamelde data is kwalitatief en kwantitatief geanaliseer en die volgende hoofbevindinge het uit die ondersoek voortgespruit: 1. Die opleiding wat onderwysers van die onderwysdepartement ontvang, is ontoereikend vir die suksesvolle implementering van UGA in Suid-Afrikaanse skole. 2. Onderwysers se kennis van UGO, en meer spesifiek UGA, is te oppervlakkig om UGA prakties suksesvol te implementeer. 3. Die assesseringspraktyke van onderwysers weerspieel dat hulle nog nie van die tradisionele en konvensionele tipes van assessering wegbeweeg het, na outentieke UGA toe nie. Assessering word ook oorwegend vir summatiewe doeleindes aangewend en nie vir formatiewe doeleindes, so os dit veronderstel is om te gebeur nie. 4. Onderwysers word ook nie toereikend deur die onderwysdepartement ondersteun en bemagtig om UGA suksesvol te implementeer nie. Aan die hand van die bevindinge is aanbevelings, te, bevordering van UGA-implementering in skole, gemaak. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

The implementation of outcomes-based education (OBE) in South African schools brought radical changes to the teaching profession. The transition to an OBE curriculum exerted a great impact on teachers' assessment practices and required a major revision of teaching and learning activities. Outcomes-based assessment (OBA) does not only require of teachers to design appropriate assessment plans, assessment programmes and assessment strategies, but it also implies that learners should be provided with expanded and 89Propriate opportunities to achieve in accordance with their abilities. Thus, it is of the utmost importance that the training of teachers should not only focus on the demands that OBA make on the learner, but specifically on what OBA expects from the teacher. The main aim of assessment is to promote teaching and learning, which implies that teachers must assess in such a way that quality information about learner performance will be produced. The teacher must record and interpret this information carefully, in order to enable professional and accountable decisions about learner performance and to give constructive feedback to learners and their parents. Easier said than done! The implementation of OBE and specifically OBA elicited serious debates and fierce criticism from a variety of sources. Since the implementation of OBE, quite a number of newspaper reports reflected the negativity of teachers, educationists and other role players towards OBE and particularly OBA. OBE and OBA have become problematic and controversial issues in South Africa. In light of the above mentioned the purpose of this study was to determine the nature, scope and causes of the problems experienced with OBA in South African schools and come forward with practical, supportive recommendations that could alleviate and/or improve the situation. In order to determine the difficulties experienced with OBA empirical, quantitative and qualitative research methods were utilised. A structured questionnaire, with closed and open items, was sent to a representative sample of South African public schools. The resultant data was qualitatively and quantitatively analysed and the following main findings emerged from the research: 1. The training that teachers receive from the education department is inadequate for the successful implementation of OBA in South African schools. 2. Teachers' knowledge of OBE, and more specifically OBA, is too superficial to implement OBA successfully. 3. The assessment practices of teachers reflect that they have not yet made the transition from traditional and conventional types of assessment to authentic OBA. Assessment is primarily used for summative purposes and not for formative purposes, as is supposed to be the case. 4. The education department do not adequately support and empower teachers for the successful implementation of OBA. In light of the research findings, recommendations were made to promote the implementation of OBA in schools. / Die implementering van uitkomsgebaseerde onderwys (UGO) in Suid-Afrikaanse skole het radikale veranderinge vir die onderwysprofessie teweeggebring. Die oorgang na 'n UGOkurrikulum het 'n diepgaande impak op onderwysers se assesseringspraktyke gehad en het grootskaalse wysigings van onderrig-en leeraktiwiteite ingehou. Uitkomsgebaseerde assessering (UGA) verlang nie net van onderwysers om toepaslike assesseringsplanne, assesseringsprogramme en assesseringstrategiee te ontwerp nie, maar ook om aan leerders uitgebreide en toepaslike geleenthede te bied om volgens hulle vermoe te presteer. Dit is dus uiters belangrik dat daar in die opleiding van onderwysers nie net gelet sal word op wat UGA van die leerder vereis nie, maar spesifiek op wat UGA van die onderwyser verwag. Die hoofdoel van assessering is om onderrig en leer te bevorder en onderwysers moet dus op so 'n wyse assesseer dat dit kwaliteitinligting oor leerderprestasie lewer. Die onderwyser moet hierdie inligting noukeurig rekordeer en interpreteer, sodat professionele en verantwoordbare besluite oor leerderprestasie geneem kan word en op 'n konstruktiewe wyse aan leerders en hulle ouers oorgedra kan word. Makliker gese as gedaan! Die implementering van UGO, en in besonder UGA, het 'n hewige debat en felle kritiek uit verskillende oorde ontlok. Talle koerantberigte het sedert die implementering van UGO die negatiwiteit van onderwysers, opvoedkundiges en ander rolspelers teenoor UGO en in die besonder UGA weerspieel. UGO en UGA het 'n problematiese en kontroversiele aangeleentheid in Suid-Afrika geword. Teen die agtergrond van bogenoemde, was die doel van hierdie ondersoek om die aard, omvang en oorsake van die UGO-assesseringsknelpunte in Suid-Afrikaanse skole te bepaal en om met praktykgerigte, hulpverlenende aanbevelings na vore te kom om die situasie te verlig en/of te verbeter. Ten einde die problematiek van UGA empiries te bepaal is daar van beide kwantitatiewe en kwalitatiewe navorsingsmetodes gebruik gemaak. 'n Gestruktureerde vraelys (met geslote en oop items) is aan 'n verteenwoordigende steekproef van Suid-Afrikaanse staatskole gestuur. Die ingesamelde data is kwalitatief en kwantitatief geanaliseer en die volgende hoofbevindinge het uit die ondersoek voortgespruit: 1. Die opleiding wat onderwysers van die onderwysdepartement ontvang, is ontoereikend vir die suksesvolle implementering van UGA in Suid-Afrikaanse skole. 2. Onderwysers se kennis van UGO, en meer spesifiek UGA, is te oppervlakkig om UGA prakties suksesvol te implementeer. 3. Die assesseringspraktyke van onderwysers weerspieel dat hulle nog nie van die tradisionele en konvensionele tipes van assessering wegbeweeg het, na outentieke UGA toe nie. Assessering word ook oorwegend vir summatiewe doeleindes aangewend en nie vir formatiewe doeleindes, so os dit veronderstel is om te gebeur nie. 4. Onderwysers word ook nie toereikend deur die onderwysdepartement ondersteun en bemagtig om UGA suksesvol te implementeer nie. Aan die hand van die bevindinge is aanbevelings, te, bevordering van UGA-implementering in skole, gemaak. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

In 2006, Outcomes Based Education (OBE) was introduced into Grade 10 (as part of the FET band) for the first time. For the Grade 10 History teacher, this new teaching approach implied modified assessment practices, setting new demands and challenges. It brought about an adjusted assessment strategy through which the focus of formal assessment was shifted to an interactive and learner-centred approach of "doing" History rather than "facts" simply being assessed. Whether outcome based assessment (OBA) is executed meaningfully, is determined by the Grade 10 History teacher's ability to develop learning and assessment strategies that can integrate the critical outcomes, the development outcomes, the learning outcomes and the assessment standards meaningfully with the facilitation of the historic content. The overarching aim of this research was to investigate the assessment practices of History teachers in Grade 10. It was undertaken within the framework of an extensive literature study on OBE and OBA as teaching processes - internationally and nationally. In order to determine the assessment practices of Grade 10 History teachers, an empirical investigation was undertaken that was based on both quantitative and qualitative research methods, with a view to: • establish to what extent the Grade 10 History teacher followed the guidelines/ prescriptions of OBA; • determine the Grade 10 History teacher's knowledge, attitudes and skills regarding OBA; • identify deficiencies and problems that prevent the Grade 10 History teacher from implementing OBA effectively; and • design an OBA model for the Grade 10 History teacher. A random sample of schools was drawn nationally. A structured questionnaire was sent to the Grade 10 History teachers of these schools [n = 424], of which a total of 122 was received back. The results were analysed quantitatively and qualitatively and the following are but a few findings of this research: • Most of the teachers were positively inclined towards OBA because it is aimed at developing the entire learner. • Most of the teachers had sufficient knowledge of the assessment documents made available to them, and it was comprehensible. • Most of the teachers were convinced that the training they had received, had not sufficiently empowered them professionally speaking for implementing OBA. • Most of the teachers expressed the need for more support from the Department of Education concerning better in-service training programmes, more support from subject and curriculum advisors and more resources and learning and teaching support material being made available. • Generally speaking, the theoretical knowledge of OBA of most of the teachers was good, but they desired more and longer practice oriented in-service training in specific aspects regarding OBA. Based on the results proceeding from the research, recommendations were made in order to promote the practical implementation of OBA in schools. A holistic OBE quality model for teaching History was also designed that will empower the History teacher to implement OBA effectively to then especially complement the critical outcomes. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.