By J. Jansen, P. Christie
The creation of Outcomes-based schooling (OBE) is the main debatable reform within the background of South African schooling. It is going correct to the center of the continued strategy of remodeling this state right into a democracy and laying off the legacy of apartheid. altering Curriculum is a severe research of OBE, its capability to be triumphant and its inherent implications for the schooling method. It fills that very important house mendacity among the notion of the procedure and its implementation. Key beneficial properties: offers serious and wide-ranging analyses of OBE. Combines theoretical paintings and box study. Contextualises the South African debate when it comes to broader highbrow events in schooling. comprises enter by way of lecturers, academics, govt officers, curriculum theorists and policymakers. It constructs a much-needed discussion among a number of gamers within the schooling box. altering Curriculum is the 1st in-depth scholarly paintings on OBE in South Africa, tracing the implications of OBE for instructing and studying in several academic contexts. industry: All educators around the academic spectrum. In-service and pre-service academics; lecturers; Curriculum advisors; Policymakers
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Additional resources for Changing Curriculum: studies on outcomes-based education in South Africa (My New World)
I SECTION B Alignment with the NQF Another key feature of OBET is that it is aligned with the goals of the NQF and posits mechanisms for structuring learning programmes in the form of unit standards (the smallest measure of a prescribed performance objective) and course credits. All of these components additively lead to the formation of qualifications which are defined at specific levels and in specific fields of study along the NQF ladder. OBET's radical rhetoric The rapid ascendancy and popularity of outcomes-based ET in South Africa and other countries may be ascribed to its skilful packaging in the radical language of other educational discourses - liberal progressive ideals about comprehensive schooling in the Australian case, and People's Education in the South African context.
The first was when the National Union of Metalworkers of South Africa (NUMSA) launched a 'Vocational Training Project' in July 1990 in an attempt to develop union policy on industrial training as a counter to Nationalist Party reforms during this time. The second trigger was the events of 2 February 1990 which saw the unbanning of the ANC and other proscribed liberation movements. The period witnessed the beginnings of political negotiations towards a future democratic and non-racial South Africa.
As such, a systemic discourse represents a more consensual politics of reform and reconstruction than that posed by People's Education. A definition of a 'systemic' discourse 'Systemic' discourse is the name being attached, for purposes of analysis here, to a highly persuasive, influential and coherent view which emerged in the ET policy formulation process which began in earnest after the unbanning of the ANC in February 1990. It is associated with four central tendencies. + As a policy discourse, itfocuses on the structural characteristics of t h 'ystem' under study, for example its institutional forms, the extent of internal differentiation, the form and social consequences of particular certification processes adopted, and the articulation between its s u b systems.