A thesis submitted in fulfilment of the Requirements for the degree of MA in Communication Science University of Zululand, 2002 / In this thesis I present my recommendations regarding the role of organisational com¬munication and record keeping in Outcomes-Based Education within the intermediate phase classroom. I reveal that the fundamental switch from the traditional educator-centred teaching to learner-centred teaching in Out-comes Based Education requires that both educators and learners be in command of a range of communication strategies in order to construct meaning in the real-world social contexts. It will also be illustrated that intra-personal, interpersonal and small group involvements are all essential for successful teaching and learning to take place. The importance of verbal as well as nonverbal communication skills are also given due attention. Outcomes-Based Education is based not on knowledge, but on how we think learning takes place. The focus is on the mind of the learner as an knaginer, an inventor, a creator of ideas. What is clearly evident with this approach is the manner in which learners constandv ne¬gotiate, renegotiate and construct their own meaning. The focus is on the individual and not on the group. With this in mind, we need to note that everyone learns differently and we need to assess accordingly. As educators we also need to recognise what learners have learnt and we need to find ways of acknowledging that learning has indeed taken place. Out-comes Based Education requires a cooperative method of teaching which allows for democracy in the classroom. Learners are allowed to contribute freely about their daily ex¬periences. Further to this I examine the forms of communication that learners and educators must be in command of to succeed in OBE. I further recommend tools that can be imple¬mented to successfully manage assessments in OBE classrooms. A flexible database of spread¬sheets will be presented which could be adapted to suit individual schools.