On the 30 July 1996, the Department of Education launched a national
curriculum process. Included in this process was the establishment of an
outcomes-based education (OBE) system. This research reflects how
selected South African teachers responded to the implementation of an
outcomes-based education curriculum, at the onset of 1998. The research
also reflects the perspectives of individuals whose task it is to design the
new curriculum.
The research is housed in an interpretative paradigm and has a
qualitative perspective to it, in that it is primarily concerned with
understanding the individual teacher’s perspective and experience of
outcomes-based education. The case study research method is used, with
interviews and questionnaires as the data gathering methods.
The research reveals teachers’ understanding of OBE, as well as their
concerns and aspirations of an outcomes-based curriculum. A number of
recommendations are made to aid teachers and curriculum developers
during this time of curriculum change.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/14292 |
| Date | 24 March 2014 |
| Creators | Williams, Megan |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf, application/pdf |
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