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.

This study is essentially a representation of my lived experience of my professional development as a teacher from the moment of my enrollment in a teacher education programme through my initial appointment as a professional teacher and my continued post graduate studies in education while being a teacher. However, I was faced with the challenge that I had no prior experience of the newly adopted Outcomes Based Education system which I will need to operate in when qualified. This drawback made me even more determined to make a success of my career. I therefore decided to engage in a qualitative participatory action research study to ensure that I will continually improve my OBE practices in a scholarly way. The study conveys the challenges I faced as a student teacher in a career path of initial teacher education aggravated by an unfamiliar education dispensation, my subsequent initiation into my career as a professional teacher, and my quest to remain a scholarly practitioner by enrolling for post graduate teacher education studies. I may have found a way in which effective continual professional development in a scholarly way may be available to every teacher besides that of formal post graduate studies. / Dissertation (MEd)--University of Pretoria, 2011. / Curriculum Studies / unrestricted

Submitted in partial fulfillment for the requirements of the Degree of Master of Education in the Department of Philosophy of Education in the Faculty of Education at the University of Zululand, 1999. / This study focused on the use of media as resource in art outcomes-based class (OBE). The research was conducted mainly in black schools. The researcher established that media could be used as an effective educational tool, for the new school curriculum- This study attempted to emphasise the feet that schools should be provided with both print and electronic media. It also tried to emphasise that rural schools should be taken into consideration, by improving the mfrastnicture and supplying them with media equipment and material. Of importance was the discussion of various critical outcomes and how media can make them practical. The study showed that educators need support from education authorities, school management and parents. Former, educators need more workshops where they could be equipped with sew teaching methods. This could motivate and inculcate confidence in educators. In order to have motivated and confident learners, we need dedicated educators. The we need dedicated educators. The researcher looked into various media resources and few steps on bow they can be employed were suggested The researcher looked at the new approach to teaching and learning, which is outcomes-based education. It was established that a learner-centred approach, group work and activity-based learning could be easier with the use of media. However, as has been mentioned above, in order to be successful an educator needs proper training. Since the researcher found that very few schools employed media for the effective implementation of OBE, it was suggested that parents, schools, NGO's, the government, the department of education and the private sector collaborate in order to devise mechanisms of making media available in schools. This collaboration would also help in the provision of infrastructure in schools as the available media will need to be kept in storerooms, strongrooms or locked classrooms and laboratories. It emerged from this study that the future of OBE was bright as educators were given a chance of attending workshops and seminars by their school managements). Of importance, however, is the suggestion mat the government, parents, the VTll NGO's, the private sector and schools should assist in establishing more media centres that may help augment the work that is done by schools alone. The researcher also found that there is a strong feeling that media have to be employed as early as the level of play and pre-primary schools. This is in line with the idea of activity-based learning which emphasises the fact that learning should be as concrete as possible. It also emerged from the study that the use of media can really help make the educator and the learner partners in the teachmg-Iearaing situation. It became abundantly clear that when educators used media on outcomes-based education, and more importantly as facilitators, a culture of learning was enhanced. Undoubtedly, learners learn when learning was enjoyable and they found success in it.

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.

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.

This investigation focused on educators’ understanding of Outcomes-based Education (OBE) and the impact it has had on their classroom assessment practices. As assessment practices may not be separated from instructional practices, educators’ opinions were probed on their classroom practices in general (i.e. instructional and assessment practices). Educators are the major role players towards successful implementation of OBE; as such their understanding of OBE is important. It has been about nine (9) years since OBE was phased in, in the South African Education system. Educators have undergone in-service training through workshops in order to implement OBE in their classroom practices. In the early stages of implementing OBE, many educators did not understand what was expected of them in an OBE classroom. Most of them continued to follow direct instruction as the only method in their instructional practices. They were resistant to changes. One of the reasons why they resisted changes is that they had little understanding of OBE. This investigation was meant to determine whether there has been development and improvement on educators’ understanding of OBE. The following qualitative research methods were followed in this investigation: semi-structured interviews, observations and document analysis. A general overview of OBE was given in order to help me to develop criteria on which I could judge educators’ opinions regarding their understanding of OBE during interviews, observations and document analysis. The results in this investigation show that educators still have little understanding of OBE premises and principles. They do not accommodate OBE premises and principles in their classroom practices. Educators’ understanding of OBE must be improved so that they can implement OBE effectively in the classroom. / Dissertation (Magister Educationis (Assessment and Quality Assurance)--University of Pretoria, 2007. / Curriculum Studies / unrestricted

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.

Published Article / The study addresses a concern in higher education and specifically in Health Sciences and Technology regarding integrated and authentic assessment with an outcomes-based approach. From the information generated, an assessment model is proposed for application in Health Sciences and Technology. By applying the Delphi technique, a validated assessment model is presented for assessment in outcomes-based education and training in Health Sciences and Technology. The process and product of the research should add value to the assessment of learning in the outcomes-based approach in higher education with specific reference to Health Sciences and Technology.

Published Article / Providing quality Technical education and training has for a long time been an area of concern for most African countries, given the fact that every year governments allocate huge part of national budget to this sector. The study sought to determine the perceptions of employers regarding the quality of the Botswana Technical Education Programme (BTEP) graduates in terms of three main attributes, namely: survival, technical and employability skills. The main participants for the study were drawn from employers of BTEP graduates. Altogether 62 employers participated in the survey. The study found that although 50.7 % of employers rated survival and practical skills of the BTEP graduates as high, a much greater percentage (60 %) of them rated the level of occupational and employability skills as average. The study also found that while outcomes-based BTEP programme provides relatively high level of survival and practical skills, the level of most work related skills are still below the employers' expectation.

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