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.

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

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

There are vast differences between traditional content-based education and transformational outcomes-based education. For example, in content-based education teachers are viewed as the main sources of knowledge whereas in OBE teachers are viewed as facilitators of learning. In content-based education, assessment mostly focuses on the knowledge aspect of learners, rather than on skills, attitude and values. Teachers trained for traditional teaching should somehow be assisted to adjust to the outcomes-based way of teaching. This study firstly wants to identify the didactic-professional needs related to OBE of secondary school teachers in the Venda region of the Limpopo Province. The study identifies two categories of didactic-professional needs, namely: • Needs to improve secondary school teachers' academic competence • Needs to improve secondary school teachers' professional competence. The second objective of this study is to analyse and evaluate current distance education practice based in a printed format as means to satisfy secondary school teachers' didactic-professional needs related to OBE. The third objective of this study is to investigate the effectiveness of distance education based on print to satisfy the Limpopo Province Venda region secondary school teachers' didactic-professional and academic needs related to OBE to determine criteria and guidelines to this effect. A stratified systematic sample of 331 secondary school teachers and managers, including 148 persons who are or have already been involved in distance education, was selected to participate in the study. Data were collected through the use of a questionnaire and interviews with selected persons. Quantitative analysis of data employed a factor analysis to determine significant factors to work with. Cronbach's Coefficient Alpha to establish reliability of instruments, and Cohen's Criterion of effect size to determine significance of differences were used. The main findings of the study are: • The following six factors are regarded as important to satisfy secondary school teachers' didactic-professional needs: 1. Learning strategies centring around learner activities 2. Learner-centred assessing strategies 3. Learners' performance assessing strategies 4. Outcomes and methods of achieving outcomes 5. Educator centred teaching strategies 6. Learner- centred teaching strategies. • Counselling, tutoring and preparation for study are important in distance education to satisfy secondaly school teachers' didactic-professional needs related to OBE. However, counselling and preparation for study sometimes occur in the distance education currently available in the region, particularly in distance education programmes offered through an agent for a university. The findings further show certain differences with regard to teachers' needs and their satisfaction according to the experience, the nature of initial professional training, and the level of the current academic qualifications of the teachers. Finally the study recommends a plan of action to provide distance education based on print to satisfy the didactic-professional needs related to OBE of the Venda region secondary school teachers in Limpopo. The main elements of the plan include: • Effective contact sessions with lecturers. • Regular tutorial sessions under guidance of facilitators (tutors). • A multi-media approach. • Access to counselling and study guidance. • Relevant and integrated summative and formative assessment. • Efficient communication between the academic institution involved and the agent that acts on their behalf (where applicable). / Thesis (Ph.D. (Didactics))--North-West University, Potchefstroom Campus, 2006

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.