Since its inception, the Outcomes-Based Education (OBE) curriculum in South Africa has caused much confusion and frustration among teachers, especially with regard to the implementation of Outcomes- Based Assessment (OBA). From the onset of the implementation of OBE in South Africa, teachers were confronted with unfamiliar challenges with regard to teaching, learning and assessment. Most teachers experienced these challenges as very stressful, because they were inadequately prepared for the didactical paradigm shift. This resulted in a general degree of negativity and resistance towards OBE amongst teachers. In particular, there seemed to be much confusion and frustration about the workload and administrative burden that OBA imposed on teachers. In the light of the afore-mentioned, the researcher wished to determine how the teachers from the North- West Province experience the OBA of Physical Sciences in the Further Education and Training (FET) Band. In order to achieve the aim and objectives of the research, a literature study as well as an empirical investigation was undertaken. The literature study focused on OBA, OBE, and the National Policy Document on the teaching, learning and assessment of Physical Sciences in the FET Band. For the purposes of the empirical investigation, quantitative and qualitative data were collected by means of a questionnaire that was distributed among a sample of teachers who taught Physical Sciences in the FET Band schools in the North-West Province. The data were quantitatively and qualitatively analyzed and on the basis of the findings the following conclusions were drawn: • Although most participants indicated that they received training in OBA and were in possession of the relevant National Curriculum Statement (NCS) documents, some of their responses indicated a lack of practical implementation skills. It also transpired that some of the participants experienced a lack of resources and inadequate support from subject advisors in implementing OBA. • Participants experienced the following obstacles with regard to the assessment of Physical Sciences in the FET Band: - inadequate training to conduct practical work; - a complicated and confusing NCS document that does not contain clear guidelines; - an overloaded curriculum; and - limited resources, time constraints, overcrowded classrooms and an overloaded curriculum make practical work and experimentation very difficult. On the basis of the findings emanating from the research, a model for the implementation of OBA of Physical Sciences in the FET Band was proposed to close the gap between the theory and assessment practice. / Thesis (PhD (Natural Science Education))--North-West University, Potchefstroom Campus, 2013.

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 focus of this study is a strategy for the creation of a teaching-learning culture in higher education that facilitates assessment as learning, in line with constructivist principles and congruent with the outcomes-based approach to teaching and learning. The rationale behind the study was based on the researcher's observation that the assessment practices of learning accompanists in the health sciences tend to be traditional and behaviourist in nature, while the official and dominant approach to teaching and learning is outcomes-based. A critical ethnographic process served as research method. A primary record was compiled from the investigation into the assessment practices of the learning accompanists in health sciences by means of direct observation during academic contact sessions with students, 15 (fifteen) semi-structured individual interviews and analysis of assessment documents. The 30 (thirty) participating students' experience of the assessment practices of their learning accompanists was explored by means of 3 (three) semi-structured focus group interviews as triangulation. The data was qualitatively analysed in collaboration with an experienced qualitative researcher as co-coder; and relevant relationships between concepts were emphasised. Literature (national and international) was continuously explored, interpreted and integrated with the empirical data for enrichment of the findings. The results were reduced to 12 (twelve) condensed statements that served as a basis for a theoretical framework. A conceptual framework, which explains the relationship between the central concepts, is visually presented and discussed. A strategy for a teaching-learning culture that facilitates assessment as learning was formulated on the basis of 7 (seven) goals and a tactical plan to achieve the stated goals. / Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2009.

The focus of this study is a strategy for the creation of a teaching-learning culture in higher education that facilitates assessment as learning, in line with constructivist principles and congruent with the outcomes-based approach to teaching and learning. The rationale behind the study was based on the researcher's observation that the assessment practices of learning accompanists in the health sciences tend to be traditional and behaviourist in nature, while the official and dominant approach to teaching and learning is outcomes-based. A critical ethnographic process served as research method. A primary record was compiled from the investigation into the assessment practices of the learning accompanists in health sciences by means of direct observation during academic contact sessions with students, 15 (fifteen) semi-structured individual interviews and analysis of assessment documents. The 30 (thirty) participating students' experience of the assessment practices of their learning accompanists was explored by means of 3 (three) semi-structured focus group interviews as triangulation. The data was qualitatively analysed in collaboration with an experienced qualitative researcher as co-coder; and relevant relationships between concepts were emphasised. Literature (national and international) was continuously explored, interpreted and integrated with the empirical data for enrichment of the findings. The results were reduced to 12 (twelve) condensed statements that served as a basis for a theoretical framework. A conceptual framework, which explains the relationship between the central concepts, is visually presented and discussed. A strategy for a teaching-learning culture that facilitates assessment as learning was formulated on the basis of 7 (seven) goals and a tactical plan to achieve the stated goals. / Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2009.

When Outcomes-Based Education (OBE) reached the Further Education and Training (FET) band in 2006, teachers were confronted for the first time with a new curriculum that challenged them to implement a learner-centred approach to teaching, learning and assessment. Since assessment is seen as the heart of effective teaching and learning, this research was aimed at establishing how effective teachers of English First Additional Language (EFAL) in the FET band were in implementing Outcomes-Based Assessment (OBA). A thorough literary survey on OBE and OBA was conducted. This survey included a study of the principles and philosophical underpinnings of OBE and the clarification of the key concepts of OBE and OBA. Various documents on the teaching, learning and assessment of English Second Language from the Departments of Education in New Zealand, Canada and Australia were studied to gain an international perspective. This was followed by an analysis of South African policy documents on the teaching, learning and assessment of EFAL. Empirical research was conducted by means of a survey in which both qualitative and quantitative methods of data collection were used. The data analysis revealed that teachers of EFAL in the FET band experience problems with the practical implementation of the curriculum and the assessment thereof. Problems were mainly experienced with setting achievable outcomes, designing lessons, teaching material and learning activities, teaching and assessing in a learner-centred way, employing the most appropriate types and methods of assessment and using feedback to enhance learning. A model for assessment has been designed to fill the gap left between the theory of OBE and OBA as expressed in the NCS for EFAL and the successful, practical implementation thereof. It is anticipated that this model will contribute to the improvement of teaching, learning and assessment of EFAL in the FET band in public schools. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

Published Article / The Academic Planning Committee of the Central University Of Technology, Free State stated in April 2003 that academic success depends on academic institutions to create a learner-centred educational environment. In a learner-centred approach to the facilitation of learning, curriculum design, instruction and assessment focuses on what the learner should be able to do successfully. The mentioned Learner-centeredness is closely related to the principles of outcomes-based education (OBE). The purpose of this article is, therefore, to explore the feasibility of a learner-centred approach to the facilitation of learning in the context of Financial Accounting I, by considering the possible implementation of the four essential principles of OBE.

Published Aticle / The learners going through outcomes-based education (OBE) were expected to acquire skills which would help them to become critical thinkers, good workers and good citizens. However, this is not happening for learners in the Free State Goldfields' township schools, due to the unsuccessful implementation of OBE in these schools. The purpose of this study is to investigate why OBE is failing in the Free State Goldfields' township schools. In order to determine these reasons, a questionnaire was developed and administered on 183 educators from township primary schools in the Free State Goldfields. Focus group interviews were also conducted to confirm information collected through the questionnaire. Data collected was qualitatively analysed. It was found that the inadequate professional training received by educators, the poor home backgrounds of learners, illiteracy of parents, and a lack of adequate resources and facilities were the main reasons why the implementation of OBE was not succeeding in these schools. The re-training of the township school educators, the involvement of parents and the provision of resources may help to implement OBE more effectively in these schools.

Post 1994 the South African education system has focused on creating education for all under a single core syllabus. It also stressed the need for a shift from the traditional teacher-centred approach to a learner-centred approach. As a result, the shift was made from an aims-and-objectives education to Outcomes Based Education (OBE). OBE has placed a different set of demands on teachers and the way in which they assess. Specifically teachers are required to use peer collaboration to bring about learning and simultaneously assess that learning has transpired. However, many teachers are left feeling uncertain about the efficacy of OBE. This report reviews the relevant literature as well as theories needed to understand the process learning. The objective of this research report is to establish teacher’s current perceptions are of OBE. More so, the research aimed to ascertain how useful peer collaboration is in facilitating learning. The results from this study show that teachers are uncertain about the efficacy of OBE. Although a significant number of teachers strongly agree with the underlying principles of OBE they feel that implementation as intended by policy makers is idealistic. Furthermore, they are conflicted about the notion that peer collaboration can sufficiently facilitate learning. Lastly, the findings of this study suggest that in implementing peer collaboration successfully, tenets from social psychology such as group dynamics need to be considered.

Thesis (M.Dev.) --University of Limpopo, 2007. / This study sets out to explore the challenges faced by grade 9 educators in the implementation of Outcomes-Based Education (OBE) in Maleboho East Circuit in Limpopo Province in view of the role played by this new education approach in the government’s agenda for social transformation. The study is mainly exploratory in design and has been undertaken within a qualitative framework. Thus, the study does not purport to come with explanations of cause and effect relations. It only explores the challenges that impact on successful implementation of the OBE approach. The research results show that the OBE approach is not effectively implemented in schools, due to inadequate teacher training, limited or little support to educators in their classroom practice, overcrowded classes and poor working conditions of educators. There is a need for a multi-dimensional approach that aims to address not only deficiencies in training, but also to impact on the attitudinal changes of educators. / N/A

The aim of this study was to outline the importance of Junior Traffic Training Centres in both primary and secondary schools. This would aid the effective integration of Traffic Safety Education in the school curriculum within outcomes-based education. The primary objective of this research was to determine the ways in which Junior Traffic Training Centres at schools are instrumental in the development of knowledge, skills and attitudes of learners towards safe participation in traffic environment. This research was conducted by means of a literature study and an empirical investigation through a questionnaire and observations. Investigation focused on learners from three schools, namely Maheelo Primary School (a farm school at Hartbeesfontein), Gaenthone Secondary School (a semi-rural school in Tigane Township near Hartbeesfontein) and Phaladi Combined School situated in Ikageng Township. It was found that more emphasis should be placed on pedestrian education. Learners should be taught traffic safety from pre-school, with the help of Junior Traffic Training Centres. Ten recommendations are made in Section 7.5. These include more training in Traffic Safety Education and that focus must be placed on disadvantaged areas; that government should avail trained teachers in Traffic Safety Education; and that schools must have access to Junior Traffic Training Centres. This study is of significance to the North West Province and the South African society because each day we lose learners through road accidents. This does not only cost the government money but is also painful to all of us. This study maintains that teaching our learners road safety education could contribute towards overcoming this situation. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.