Published Article / With the dawn of the new curriculum in this country, namely, Curriculum 2005 (C2005) in 1997, and the Revised National Curriculum Statement (RNCS) in 2002, which are the two major curriculum policy developments in South Africa (Ramsuran & Malcolm, 2006:515), it invited an assortment of reactions from the entire education fraternity. The most obvious and extensive critique of the curriculum was that of the Report of the Ministerial Review Committee, which was established to review it in 2000. The approach adopted in this study is to encompass both processes of initial introduction and the revision stages in its reference to the curriculum. This article however, reveals that despite these implementation challenges, the overwhelming majority (88%) of the teachers have not only begun to embrace it, but are also applying the OBE principles in their lessons.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cut/oai:ir.cut.ac.za:11462/394 |
| Date | January 2008 |
| Creators | Naong, M.N. |
| Contributors | Central University of Technology Free State Bloemfontein |
| Publisher | Interim : Interdisciplinary Journal, Vol 7, Issue 2: Central University of Technology Free State Bloemfontein |
| Source Sets | South African National ETD Portal |
| Language | en_US |
| Detected Language | English |
| Type | Article |
| Format | 66 783 bytes, 1 file, Application/PDF |
| Rights | Central University of Technology Free State Bloemfontein |
| Relation | Interim : Interdisciplinary Journal;Vol 7, Issue 2 |
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