Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: After the dismantling of apartheid in South Africa, the transformation of the entire
education system began with a plethora of new policies introduced by the Department
of National Education (DNE). Among these, under the title of Curriculum 2005, the
DNE introduced an outcomes-based education (OBE) curriculum for schools.
Before the planned implementation of OBE in the Senior Phase of the General
Education and Training (GET) band, the DNE decided to conduct a pilot programme
at the beginning of 1999. The intention of the programme, among others, was to test
the practical implementation of the new curriculum policy. However, this programme
was aborted by the DNE in March 200 I. There has been no review of the programme
since it was suspended.
The aim of this study is to document the experiences of educators in an OBE pilot
programme in a single school. This study is significant because it sheds light on
realities faced by schools with the practical implementation of curriculum policy. The
data generated from the study might therefore be useful to the broad education
community.
The findings of the study suggest that the shift from policy into practice is not a
simple process. The educators interviewed in the study indicated that they were faced
with many obstacles and challenges such as large class sizes, lack of resources and
inadequate training and support that impeded the implementation of OBE. They
became "frustrated" and were "relieved" when the programme was aborted. These
difficulties suggest that contextual realities need to be considered in the development
of curriculum policy. In addition, in order to translate policy into practice key aspects
of curriculum, i.e. curriculum development, learning materials and training, must be
fully in place and in alignment.
The decision to follow an OBE model was made by the DNE with little participation
by the broader education community. However, it is apparent that the DNE cannot
achieve success on its own. Since OBE is likely to remain with us for a very long
time, this study concludes with recommendations for the successful implementation of OBE. The recommendations are made on the assumption that there is a need for
full participation of all stakeholders to bridge the 'gaps' between policy-making and
policy implementation. / AFRIKAANSE OPSOMMING: Die aftakeling van apartheid in Suid-Afrika het gepaard gegaan met 'n proses van
transformasie in die onderwys. Dit het tot die gevolg gehad dat 'n hele aantal
beleidsdokumente die lig gesien het, ev.: die Uitkoms- gebaseerde onderwys (UGO)
model het in skole onder die vaandel van Kurrikulum 2005 verskyn.
Voor die beplande implementering van UGO in die Senior fase van die Algemene
Opvoeding en Opleidings (GET) band/ fase, het die Departement van Nasionale
Onderwys (DNO) besluit om 'n loodsprogram aan die begin van 1999 in werking te
stel. Die doel van die program was, onder andere, om die praktiese implementering
van die nuwe kurrikulumbeleid uit te toets. Hierdie program is egter deur die DNO in
Maart 2001 beeindig. Tot dusver is die program nie heroorweeg nie.
Die doel van hierdie studie is om die ervarings van opvoeders in 'n UGO
loodsprogram in 'n enkele skool te dokumenteer. Die studie is betekenisvol aangesien
dit lig werp op die werklike uitdagings wat die skole in die gesig staar, met die
praktiese implementering van kurrikulumbeleid. Die data wat tydens die studie
geproduseer is, mag dus betekenisvol vir die onderwys gemeenskap wees.
Die bevindinge van die studie dui daarop dat die proses van transformasie vanaf
beleid na praktyk 'n gekompliseerde proses is. Die betrokke opvoeders met wie daar
onderhoude gevoer is, het die volgende struikelblokke aangedui: groot getalle leerders
in die klas, 'n gebrek aan hulpbronne, en ontoereikende opleiding en ondersteuning
met die implementering van UGO. Van die opvoeders was gefrusteerd en was verlig
toe die program misluk het. Hierdie uitdagings bring mee dat gekontekstualiseerde
werklikhede in ag geneem moet word wanneer kurrikulumbeleid ontwikkel word. Om
beleid in praktyk te implementer, vereis dat sleutelaspekte soos
kurrikulumontwikkeling, leermateriaal en opleiding ten volle in plek wees.
Die besluit om 'n UGO model te implementer was 'n eensydige besluit van die DNO
sonder veel deelname van die breë onderwysgemeenskap. Dit is duidelik dat die DNO
nie sukses op sy eie kan behaal nie. UGO is tans 'n realiteit wat waarskynlik nog 'n
lank- deel van die stelsel gaan wees. Hierdie studie maak aanbevelings wat moontlik tot meer suksesvolle implementering van UGO kan lei. Die aanbevelings berus op die
aanname dat daar 'n behoefte is aan ten volle deelname deur alle rolspelers ten einde
die gaping tussen beleidsmaking en praktiese implementering te oorbrug.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52252 |
| Date | 12 1900 |
| Creators | Gokul, Manuj Kumar |
| Contributors | Le Grange, Lesley, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 98 p. |
| Rights | Stellenbosch University |
Page generated in 0.0019 seconds