Thesis (MPhil)-- Stellenbosch University, 2004. / ENGLISH ABSTRACT: Today, educators in South Africa must be capable of successfully designing and
implementing an outcomes-based curriculum that prepares learners for the
world of work. The aim of this study is to determine what kind of groundwork
has to be done by history educators to prepare themselves for outcomes-based
education and the General Education and Training Phase.
The Revised National Curriculum Statement will have far-reaching implications
on curriculum development. A thorough knowledge of the principles and
theoretical foundation of the process of curriculum development and outcomesbased
education is essential to the successful implementation of the directives
contained in this document.
Dynamic curriculum development is founded on the quality of a thorough
design. Educators - the people who use the curriculum - must be closely
involved in the content and planning thereof. By implementing the proposed
structure and procedures educators will be able to ensure quality control with
regard to the successful preparation, implementation and assessment of
outcomes-based education. This will also provide continuity in outcomes-based
curriculum development.
Once the newly designed curriculum has been established, existing school and
classroom practices cannot be retained. Appropriate preparation is essential
for the comprehensive changes that are taking place. Good management at all
levels will prevent a climate of dissatisfaction and resistance from arising during
the preparation phase of the curriculum.
The real success of curriculum design depends on how it is implemented in the
school and the classroom. In this study the emphasis falls on the modular
approach to curriculum, with the learning area history as an example. The implementation of the designed curriculum must be continuously assessed.
Through curriculum or quality assessment of their operations, services and
learning programmes, schools must strive towards applying quality
management to the benefit of the educators as well as the learners.
It is vital that all educators, also history educators, will offer quality services that
are globally competitive. In the final analysis curriculum development is about
the learners and the way in which they will benefit from the process. The
learners deserve to have a first-rate curriculum. After all, it is the stated aim of
outcomes-based education to encourage learners to be successful. / AFRIKAANSE OPSOMMING: Tans moet opvoeders in Suid-Afrika in staat wees om 'n uitkomsgebaseerde
kurrikulum, wat leerders voorberei vir die wêreld van werk, suksesvol te ontwerp
en te implementeer. Hierdie studie het ten doelom vas te stel watter
voorbereiding nodig is om die geskiedenis-opvoeder vir uitkomsgebaseerde
onderwys en die Algemene Onderwys- en Opleidingsfase voor te berei.
Die Hersiene Nasionale Kurrikulumverklaring gaan verreikende implikasies hê.
Om die voorskrifte wat daarin vervat is suksesvol te implementeer, verg 'n
deeglike kennis van die beginsels en teoretiese basis van die proses van
kurrikulumontwikkeling en uitkomsgebaseerde onderwys.
Dinamiese kurrikulumontwikkeling berus op die kwaliteit van 'n deeglike
ontwerp. Die inhoud en beplanning van die kurrikulumontwerp mag nie vir
kurrikulumgebruikers verlore gaan nie. Deur die voorgestelde struktuur en
voorskrifte te implementeer, kan kwaliteitbeheer t.o.v. die latere suksesvolle
gereedmaking, implementering en assessering van uitkomsgebaseerde
onderwys moontlik gemaak word. Dit verleen ook kontinuïteit aan
uitkomsgebaseerde kurrikulumontwikkeling.
Ná die nuut-ontwerpe kurrikulum daargestel is, kan bestaande skool- en
klaskamerbestuurspraktyke nie bly handhaaf word nie. Behoorlike
gereedmaking vir hierdie omvattende veranderinge is nodig. Goeie bestuur op
alle vlakke verhoed dat 'n klimaat van ontevredenheid en weerstand tydens die
gereedmaking van die kurrikulum ontstaan.
Die werklike sukses van kurrikulumontwerp berus op die praktiese
implementering daarvan in die skool en klaskamer. Daar word in hierdie studie
op die modulêre kurrikulumbenadering gefokus, met geskiedenis as voorbeeld. Die implementering van die ontwerpte kurrikulum moet deurlopend geassesseer
word. Deur kurrikulum- of kwaliteitsassessering van hul bedryf, dienste en
leerprogramme, moet skole daarna streef om kwaliteitsbestuur tot voordeel van
die opvoeders en leerders aan te wend.
Dit is belangrik dat alle opvoeders, ook geskiedenis-opvoeders, in skole
kwaliteitdienste wat globaal mededingend is lewer. Die leerders is uiteindelik die
begin- en eindpunt van kurrikulumontwikkeling. Die leerders verdien 'n
kwaliteitkurrikulum. UGO wil leerders immers aanmoedig om suksesvol te
wees.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/50226 |
| Date | 12 1900 |
| Creators | Brand, A. B. |
| Contributors | Carl, A. E., Stellenbosch University. Faculty of Arts & Social Sciences. Dept. of History., Stellenbosch University. Faculty of Arts & Social Sciences. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 193 p. |
| Rights | Stellenbosch University |
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