2017
DOI: 10.4236/ojps.2017.73030
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The Perils of Outcomes-Based Education in Fostering South African Educational Transformation

Abstract: This chapter explored a South African education policy. Specifically the author examined outcomes-based learning and the implications of this borrowed curriculum in South African schools. The author focused on curriculum as a platform for discussion of the unique approach that the South African government employed to modify their adoption of democracy and transformation. Unfortunately, many scholars reluctantly concede that South Africa's ambitious policy initiatives failed to provide social justice in schools… Show more

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Cited by 10 publications
(6 citation statements)
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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%
See 2 more Smart Citations
“…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%
See 1 more Smart Citation
“…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%
“…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%