Abstract not available. / Thesis (M.Ed.)-University of Durban-Westville, 2000.

Outcomes-Based Education (OBE) has been used successfully in many States in the United States of America, New Zealand and Denmark. Much of the information contained in the theoretical literature relates to America. In South Africa, OBE is incorporated in Curriculum 2005 - the new national curriculum for the twenty-first century. Curriculum 2005 proposes to be a major step forward in ensuring quality education for all people in South Africa. It aims to equip learners with the knowledge, competencies and orientations needed for success once learners leave school or complete their training. OBE shifts the focus from a content-based education to one that is based on outcomes achieved by learners. This research examines how the Foundation Phase educators, in the North Durban Region of KwaZulu-Natal, perceive the implementation of OBE and its implications for the entire school community. The study examines the advantages that OBE proposes and the related constraints. The researcher concludes that in its infancy in South Africa, OBE with all its uncertainty of change, is being implemented with various degrees of success. This research study aims to highlight that the major burden of fulfilling the promise of OBE falls on the shoulders of the OBE practitioners. / Thesis (M.Ed.)-University of Durban-Westville, 2000.

Thesis (PhDSoSc(Communic,InformatStud))--University of South Australia, 2002.

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains xi, 155 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 146-152).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Dec. 15, 2008). PDF text: 212 p.. UMI publication number: AAT 3297748. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (D.Phil.(Comparative Education))--University of Pretoria, 2002. / Includes bibliographical references.

Thesis (PhD(Kurrikulumstudies))--Universiteit van Pretoria, 2006. / Abstract in English and Afrikaans. Includes bibliographical references. Available on the Internet via the World Wide Web.

D.Ed. / The aim of this study is to investigate the extent to which secondary school educators are coping with the implementation of outcomes-based education (OBE). This will be done by conducting research in secondary schools in the Richards Bay Circuit. Through this research, the aim of this study is to provide guiding principles for implementing OBE through investigation and analysis of classroom practices of grade 9 educators by using lesson observations, educator journals, learner portfolios and interviews with relevant school management members. Ever since outcomes-based education (OBE) was first introduced in grade one in 1998, it has been fraught with controversy. Initially, there was a lot of debate about introducing a system of education that has failed in other leading countries of the world. However, the Department of Education has remained firm in its decision that outcomes-based education is the ideal system of education to put in place in South Africa, given the historical background of education in this country. They feel that 2 it can adequately redress the imbalances of the past and develop citizens who are highly skilled and marketable. As outcomes-based education was slowly phased into primary schools, educators began to come to grips with this system and implementation was made easier. Another area of implementation that has received a lot of attention is the implementation of OBE in grade seven in the senior phase. Many educators and educational critics felt that isolating one grade for implementation interrupted the pattern of normal schooling. This meant that in 2000, OBE was implemented for the first time in grades three and seven. However, due to the support that was given to grade seven educators by foundation phase educators, they were able to partially overcome initial difficulties. One of the greatest challenges facing officials from the Department of Education was introducing OBE to secondary schools. Educators from secondary schools were in the past not directly involved in implementing OBE in their schools. In 2001, when OBE was introduced to secondary schools, educators were faced with similar uncertainties and confusion as grade one educators in 1998. Educators were finding that their learners knew more about OBE than they did because they had encountered it in grade seven in 2000. They were faced with administrative changes and restructuring of the school curriculum. As with any process of change, there is fear, denial, unacceptance, negative criticism and outright rejection. It is against this backdrop of OBE implementation that the researcher has developed an interest in this area. The researcher has previously conducted research into training in the foundation phase and has concluded that educators experience difficulties due to the lack of adequate training and various other contextual factors. As an OBE facilitator for the senior phase (1999 - 2001), the researcher has encountered a similar situation as experienced by foundation phase and grade seven educators. During facilitation, some of the observations made by the researcher include : educators from different schools are implementing OBE at varying levels , educators are confused 3 because they do not have clear guidelines or a step by step process of implementing OBE. After voluntarily visiting a few rural and urban schools in order to assist them with implementation, the researcher noticed that vast discrepancies exist between the theory presented in workshops, that the researcher has facilitated and the actual implementation in schools. Many schools have unique contexts and OBE has to be adapted to suit these contexts. Based on these observations, the researcher consulted with the Superintendent of Education Management (SEM) of the Richards Bay Circuit about problems experienced by educators with OBE implementation in secondary schools. He has acknowledged the need for further investigation and supported the proposal to investigate how educators are coping with implementation of OBE in secondary schools. He has also recognised the need for checks and balances to be put in place for effective implementation to take place. The fact that both educators and schools are experiencing problems with OBE implementation indicate that there is a problem that needs investigating. The researcher's interest in this field is motivated by two reasons. Firstly, the researcher feels that there is a need for research to be conducted in the Empangeni Region of Kwazulu-Natal due to the geographical extent of the region; its vast rural population and the lack of research in this field. Secondly, the researcher has a genuine interest in providing assistance to both the Department of Education and educators with practical guidelines for implementing OBE in secondary schools. Overcoming the initial hurdles of implementing any. new system is integral to the success of the entire approach. The researcher is of the opinion that educators are the most important factor in the success of implementing OBE in schools across South Africa. A motivated, resourceful and committed educator can overcome many of the obstacles facing schools, learners and the education system in general. Therefore, the researcher feels that assisting educators with problems and difficulties that they 4 may have with implementation of OBE will actually ensure the future success of OBE in the education system of South Africa.

M.Ed. / Please refer to full text to view abstract

M.Phil. (Economics) / Please refer to full text to view abstract