A thesis submitted in fulfilment of the requirements for the degree of MA in Communication Science, at the University of Zululand, 2002. / In this thesis I present my recommendations regarding the role of communication during effective learning in the foundation phase classrooms. I focus on three issues that are important to effective learning, namely (1) the cognitive basis of learning, (2) the cognitive basis of communication and (3) the facultative role of communication during effective learning. In the empirical phase of my research I report the results of an attitude survey conducted among educators in the foundation phase of the greater Durban region regarding their understanding of the range of communication strategies that are required of them in order to successfully implement Outcomes-Based Education (OBE). I present an analysis of OBE and Curriculum 2005, and how it continually faced refinement to become suitable for the South African educational system. An array of communication forms is discussed and I show how they can influence the teaching and learning environment to benefit both educators and learners. I show that both educators and learners can develop and equip themselves with the appropriate communication skills to facilitate effective learning. I also present various constructsvist points of view that educators can identify with for effective learning when implementing OBE in foundation phase classrooms. / The University of Zululand