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 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

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

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.

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.

Design technology is a poorly understood aspect of educational practice, particularly as it applies in the primary school classroom. In a number of countries around the world the implementation of design technology has met with difficulties as it applies to educational practice. In Australia, this curriculum area is a relatively recent addition to classroom programs of study, and it is crucial that a sound understanding of the subject and its specific characteristics is developed to assist in its effective implementation. In this research a case study of a single primary school classroom was undertaken with a view to identifying issues that may have impeded or facilitated the effective implementation of design technology in such a context. The classroom experiences of the teacher and her students were examined in detail to ascertain any insights into design technology curriculum implementation and practice, particularly as it applies to the primary school environment. The research identified nine key assertions relating to the practices of this teacher and her students. These assertions were developed and refined throughout the data collection to explain the observed classroom activity. Linkages between previous research and these assertions were utilised to develop a discussion that broadly identifies key issues that may impact on the effective implementation of design technology, as well as addressing broader conceptual issues associated with the subject area. The concept of a contingent approach to design is proposed as a means to explain classroom behaviour by students, and is allied to the concept of a 'field of possibility' and the interpretation of artefacts through a narrative approach. These key concepts combine to develop a structure through which classroom activity may be interpreted by teachers in a manner grounded in student behaviour. A model for interpreting technology activity in the classroom is also developed. The research, therefore, develops present understanding through the observations of actual classroom activity. Furthermore, it presents new ways of conceptualising design technology that may assist in the progression of the curriculum area by academic and classroom professionals in a manner that is grounded in the reality of the classroom experience.

M.Ed. / The aim of conducting my research is to establish the impact of INSET on the implementation of OBE in the Foundation Phase. I believe that OBE was implemented before the Foundation Phase teachers were thoroughly serviced through INSET programmes conducted by the Curriculum Advisory Section. In my research exercise I conducted interviews with the Foundation Phase teachers and I am also going to request them to completed by classroom observations. The main reason of my research is the fact that the Foundation Phase is the base on which future learning activities are to be built on. If the foundation or base is not well laid out, a lot is going to be affected in the educational process. I discussed my research problem and claim in detail. This is followed by an explanation about how I collected and analysed data. Finally I gave my findings and concluded by some recommendations. I would like to use my findings to guide me on the future arrangement and conduction of INSET programmes with the Senior Phase teachers in order to make it to be more effective.

Philosophiae Doctor - PhD / Both international and local authors argue strongly that state education systems have an important role to play in the development and nurturing of positive values and attitudes in learners. In some instances, as is the case in South Africa, the education system may even prescribe the values that ought to be taught in the institutions of learning. While I agree that education institutions have a responsibility to teach positive values to learners, it is my contention that it is unlikely that educators will be able to fulfil this role in any meaningful way, without an informed understanding of how to reconcile the tensions between personal and common values, the nature of values knowledge and the complexities and challenges that surround the teaching and assessment of values. This study begins to explore some of these complexities by addressing the historical events, education initiatives and policy decisions that have informed and shaped values education policies in South Africa. I conclude that while the inclusion of values in the curriculum is a commendable education initiative to root democratic values in society, it must be acknowledged that values education inevitably, has a political role to fulfil. The teaching of values knowledge cannot be limited to behaviourist approaches. Learners deserve an education that offers opportunities to them to develop into responsible, caring and morally just citizens. A central aim of values education should thus be to provide learners with opportunities and tools to construct meaning around moral concepts and positive values. I strongly believe that it is unlikely that this will occur if educators are not appropriately capacitated to provide such opportunities to their learners. / South Africa