Implementing Outcomes Based Education/Curriculum 2005 in South Africa
Instructional Leadership and Curriculum Development
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In spite of all financial input and training from1998 until 2006, teachers still experience manydifficulties in interpreting Outcomes Based Education(OBE)/Curriculum 2005 (C2005) guidelines andtranslating them into classroom in South Africa. Teachers state that the change to OBE/C2005 waspoorly financed; it was rushed and had littletraining and resources. The most important recommendations that are made are:Besides accreditation, the DoE should consideradopting a collaborative quality culture and qualityassurance systems in the further development ofC2005, allocating more money for transformat...
In spite of all financial input and training from
1998 until 2006, teachers still experience many
difficulties in interpreting Outcomes Based Education
(OBE)/Curriculum 2005 (C2005) guidelines and
translating them into classroom in South Africa.
Teachers state that the change to OBE/C2005 was
poorly financed; it was rushed and had little
training and resources.
The most important recommendations that are made are:
Besides accreditation, the DoE should consider
adopting a collaborative quality culture and quality
assurance systems in the further development of
C2005, allocating more money for transformation,
training more personnel and supporting them. The DoE
should adopt elements of established quality
assurance systems such as the TQM and ISO 9000 into
all planning and development of C2005. These
recommendations are part of a quality assurance
framework that is proposed for C2005 in its latest
form as National Curriculum Statement (NCS).
The study is a must read for researchers,
educationists, education administrators, teachers and
the general reader who is interested in Outcomes
Based Education (OBE), Curriculum Development in
South Africa in particular and in general.
1998 until 2006, teachers still experience many
difficulties in interpreting Outcomes Based Education
(OBE)/Curriculum 2005 (C2005) guidelines and
translating them into classroom in South Africa.
Teachers state that the change to OBE/C2005 was
poorly financed; it was rushed and had little
training and resources.
The most important recommendations that are made are:
Besides accreditation, the DoE should consider
adopting a collaborative quality culture and quality
assurance systems in the further development of
C2005, allocating more money for transformation,
training more personnel and supporting them. The DoE
should adopt elements of established quality
assurance systems such as the TQM and ISO 9000 into
all planning and development of C2005. These
recommendations are part of a quality assurance
framework that is proposed for C2005 in its latest
form as National Curriculum Statement (NCS).
The study is a must read for researchers,
educationists, education administrators, teachers and
the general reader who is interested in Outcomes
Based Education (OBE), Curriculum Development in
South Africa in particular and in general.
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