The Perils of Outcomes-Based Education in Fostering South African Educational Transformation

Schmidt, Michèle

doi:10.4236/ojps.2017.73030

Cited by 10 publications

(6 citation statements)

References 16 publications

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“…C2005 policy statement simply outlined the broad topics that must be taught in mathematics across all grade levels, accompanied by a plethora of expected outcome statements. It was non-prescriptive, open, and relied on teachers to develop their own learning programs and learning support resources (Department of Education, 2002;Schmidt, 2017). This posed serious challenges in mathematics teaching and learning in Taylor General Education and Training (GET) band (grades 7-9).…”

Section: Mathematics Education Reforms In South Africamentioning

confidence: 99%

“…It was highly vague in terms of what content was expected to be taught in different grades, at what pace and order, and how it should be assessed (Jansen, 1998;Rensburg, 2009). In addition, poor schools lacked the resources needed to teach mathematics the OBE way (Schmidt, 2017).…”

Section: Mathematics Education Reforms In South Africamentioning

confidence: 99%

“…However, RNCS encountered the same implementation issues as C2005. Teachers were inadequately trained (Christie, 1999;Schmidt, 2017) and the revised curriculum policy statement still used ambiguous, convoluted terminology that teachers struggled to understand. It was still unclear what had to be taught and in what order (Rensburg, 2009).…”

Section: Open Accessmentioning

confidence: 99%

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Secondary mathematics education in South Africa and Zimbabwe: Learning from one another

Machisi¹

2023

CONT MATH SCI ED

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This comparative research examines secondary school mathematics education systems in South Africa and Zimbabwe. Data were gathered through the examination of mathematics curriculum policy documents, syllabi, exam papers, research reports, and the author’s personal experiences. The findings suggest that both countries can learn from one another. Lessons for South Africa include increasing the time and pass mark for mathematics exams, as well as spreading continuous assessment over a longer period of time. South Africa may possibly reduce the number of subjects offered in grades 11 and 12 to allow learners more time to study mathematics. Redesigning question papers to include optional questions for learners could also be beneficial. Lessons for Zimbabwe include increasing mathematics education resources and mandating mathematics for all advanced level candidates. Zimbabwe may also conduct trial examinations and hire mathematics curriculum advisors to assist mathematics teachers in schools on a regular basis.

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Section: Mathematics Education Reforms In South Africamentioning

confidence: 99%

Section: Mathematics Education Reforms In South Africamentioning

confidence: 99%

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Secondary mathematics education in South Africa and Zimbabwe: Learning from one another

Machisi¹

2023

CONT MATH SCI ED

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“…Likewise, the curriculum, including curriculum review, training systems, and evaluation techniques, must be established in line with global development needs, particularly the industrial revolution, and technology (Astuti et al, 2020;Tungpalan & Antalan, 2021). A research-based education policy would also emphasize changing classroom practice, assisting in validating curriculum and teaching models through extensive staff development, recognizing the significance of local context, developing strong relationships with families and communities, and increasing school capacity to improve (Schmidt, 2017). However, some teachers emphasize assessment activities rather than intended learning outcomes, awarding learners scores primarily on how well they execute the assigned tasks (Biggs & Tang, 2007).…”

Section: Continuous Improvement Is Another Characteristic Of Outcomes...mentioning

confidence: 99%

Four Cs of Outcomes-Based Teaching and Learning: A Literature Review

A.¹

2023

IJRP

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Outcomes-based Education (OBE) is not a new approach to 21st-century education, but some teachers as implementers need to understand the OBE system and its different forms fully. This study is a literature review focusing on Outcomes-Based Teaching and Learning (OBTL), which is a course-level version of OBE. The purpose of the study is to understand the context of OBTL and to synthesize its salient features. Twenty-one journal articles from the Google Scholar database were utilized and subjected to analysis. The findings suggested four Cs features of OBTL, including course-level learning outcomes, connected learning, continuous improvement, and constructive alignment. However, limitations were recognized in the recommendation section to understand OBTL comprehensively.

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“…With the goal of finding new ways for inclusive education in South Africa post-apartheid especially with reference to Blacks, curriculum policy change was necessary (Schmidt, 2017).…”

Section: Adequate Curriculummentioning

confidence: 99%

Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

Iwu

2021

AJOTE

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This study was undertaken with the aim of understanding how newly qualified female teachers perceive teaching practicum in the South African context. Teaching Practicum is a vital component of the initial teacher education (ITE) programme because it enriches future teachers’ knowledge, skills and abilities towards a lifelong career in the teaching profession. Teachers make valuable contributions to the growth of any nation as they help produce future leaders. It is therefore necessary to have a competent teaching workforce to improve pass rates as well as reduce dropout rates among learners. The study took the qualitative deductive premise making use of semi-structured interviews to collect data from more than 30 novice teachers. Key words, which helped in the identification of themes, were distilled from the responses. A core overall finding of the study point to a mix of experiences - benefits and shortcomings - which not only affect the development of prospective teachers but also have profound implications for both policy enhancement and implementation. Regarding policy enhancement and implementation, it is suggested that universities and schools where novice teachers are posted for teaching practice should have good relations for support advancements. In this case, it is advised that the novice teachers should be exposed to critical mentoring opportunities to allow for clearer understanding of the real classroom scope. This study believes that for this to be fruitful, schools should among others be well-equipped. Suggestions for further research are also flagged. .

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The Perils of Outcomes-Based Education in Fostering South African Educational Transformation

Cited by 10 publications

References 16 publications

Secondary mathematics education in South Africa and Zimbabwe: Learning from one another

Secondary mathematics education in South Africa and Zimbabwe: Learning from one another

Four Cs of Outcomes-Based Teaching and Learning: A Literature Review

Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

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