Curriculum change and outcomes-based education : a case study of two primary schools in Reservoir Hills.
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Date
1998
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Abstract
This study attempts to explore, through a qualitative approach, teachers' attitudes towards curriculum change in general and OBE in particular as a curriculum innovation. Teachers' perceptions, understandings of and readiness to implement OBE are assessed. The research attempted to explore their problems and fears concerning their role in this process of curriculum change. Curriculum change as a process and outcomes-based education as a new innovation is explored in relation to the peculiarities or two schools in particular and the South
African context in general. The argument centres around the past curriculum and the post (1994) curriculum in relation to outcomes based education and briefly considers what lies ahead for the future curriculum. The practicality of implementation in the
present, in schools, like and similar to those in this study and the views of several scholars, especially those of Fullan (1982), Bishop (1986) and Jansen (1997) on the process of curriculum change is examined. The impact of politics on educational transformations in general and in the South African context in particular is debated. The role of curriculum change in such a
milieu and the impact it has on the teacher as implementor is examined through the views of the participants in this case study. Socio-economic criteria also influences what happens within schools, and this study shows that poverty hampers the process of curriculum change. A case study approach was used so that, an in-depth study of the schools could be done. The study focused on how the teachers in two schools in Reservoir Hills are
engaged in the actual implementation of OBE including the question of what in-service training they received and how effective and relevant it has been thus far. This study served as an enlightening exercise for myself. A discussion of the
participants views and my own observations and recommendations are presented. The constraints I encountered and the limitations of such a study are also outlined. I hope that this study adds to the pool of research data that is rapidly developing, in this particular area of study in our context, and inspires others to further the research.
Description
Thesis (M.Ed.)-University of Natal, Durban, 1998.
Keywords
Competency-based education--South Africa., Educational change--South Africa., Education, Primary--South Africa--Curricula., Theses--Education.