I dedicate this thesis to all OBE practitioners who, in the face of change, increased teaching load and minimal support, have taken bold and positive steps to implement OBE for the betterment of their rates. This research study aims to highlight that the main burden of fulfilling the promise of OBE falls on the shoulders of OBE practitioners.
LIST OF TABLES
- INTRODUCTION
- RATIONALE
- KEY QUESTIONS TO BE ANSWERED IN THIS RESEARCH
- LIMITATIONS
- BRIEF EXPOSITION OF THIS RESEARCH
Based on the above circumstances, this study attempts to investigate the level of implementation of OBE in selected school climates, i.e. in each of the four former departments of. The attitudes of Grade lOBE practitioners and the implementation of OBE in the foundation phase may change.
LITERATURE REVIE\V
- INTRODUCTION
- THE PHILOSOPHY OF OBE
- THE OBE PARADIGM
- WHAT ARE OUTCOMES?
- GOALS, OBJECTIVES AND OUTCOMES
- INTERPRETATIONS OF OBE
- TRADITIONAL OBE
- TRANSITIONAL OBE
- TRANSFORMATIONAL OBE
- DIFFERENCES BETWEEN TRADITIONAL EDUCATION AND OBE
34;The fact that people who practice open education also claim to participate in outcomes-based education indicates the breadth of the concept.” (Evans and King: 1994: 12). Results-oriented education can be characterized as traditional OBE, Transitional OBE and transformational OBE." (Department of Education: undated: 7).
Calendar
- THE PARADIGM SHIFT TOWARDS OUTCOMES-BASED LEARNING
- PREMISES AND PRINCIPLES OF OBE
- CURRICULUM CONTENT AND PEDAGOGY
- HIGH QUALITY OUTCOMES FOR ALL STUDENTS
- SUCCESS FOR ALL
- ACCOUNTABILITY BY EDUCATORS
- DEVELOPMENT OF OBE IN SOUTH AFRICA
- THE NATIONAL QUALIFICATIONS FRAMEWORK (NQFl
- CURRICULUM 2005
- WHAT KIND OF OBE HAS SOUTH AFRICA CHOSEN?
- LINKING ASSESSMENT TO
This will reduce the quality of the outcome and the learning experience as shown in the second triangle. 34;The success of an outcomes-based learning system will depend on the development and maintenance of standards of education and training.
INSTRUCTION: COMPARATIVE STUDY OF PERFORMANCE ASSESSMENT AND
- BEHAVIOURAL ASSESSMENT
- MASTERY LEARNING
- CURRICULUM-BASED MEASUREMENT
- PERFORMANCE ASSESSMENTS
It is now generally understood that the quality of assessment practices is integral in determining the success of OBE." (ibid.: 32). The focus of measurement changes each time a student achieves mastery of a step in the curriculum, and the steps can be difficult. unequal.
RESEARCH DESIGN AND METHODOLOGY
- INTRODUCTION
- METHOD OF INVESTIGATION
- THE RESEARCH AREA
- THE RESEARCH POPULATION
- THE TARGET POPULATION
- THE SAMPLE SIZE
- RESEARCH INSTRUMENTS
- QUESTIONNAIRES
- INTERVIEWS
- PROCEDURE FOR GATHERING DATA 1. PILOT STUDY
- PERMISSION FROM THE DEPARTMENT OF EDUCATION AND CULTURE
- ADMINISTERING THE QUESTIONNAIRES
- RETURN OF THE COMPLETED QUESTIONNAIRES
- INTERVIEWS
It is important to remember that each of the four former departments previously operated separately. Although the research site appears to be limited, it fairly reflects the diversity of schools in the North Durban region. For the purpose of this study, an equal number of OBE practitioners from each of the four former educational institutions was selected as the target group.
Based on their willingness to allow their OBE practitioners to participate in the research, three schools from each of the four former educational institutions were selected as the target group. With this in mind, three OBE practitioners from three different schools belonging to each of the four former educational institutions were selected as the research sample. The questionnaires were hand-delivered to the junior primary heads of department (with the principals' permission) at each of the twelve schools.
PRESENTATION AND ANALYSIS OF DATA
GENERAL ADVANTAGES OF OBE
- ARE LEARNERS ENGAGED IN CREATIVE, ACTIVE PARTICIPATION?
- EVIDENCE OF CO-OPERATION AND INTER-DEPENDENCE WITHIN A GROUP
- IMPROVEMENT IN THE CULTURE OF LEARNING AND ATTITUDE
- LEARNERS CAN WORK INDEPENDENTLY OF THE EDUCATOR
- THE ABSENCE OF A FIXED TIME-TABLE
- ALL LEARNERS CAN ACHIEVE COMMON OUTCOMES
- LEARNERS ARE ABLE TO VERBALISE WHAT THEY HAVE DONE
The benefits of implementing OBE have manifested themselves in various ways in the performance of learners. Of the 25% who saw that learners could not work together in a group, 62% were from the former HOD schools as indicated in Table 5. Statistics in Figure 9 are an indication of the fact that the culture of learning has improved with 47% believing that there is an improvement in the culture of learning and attitude.
75% of respondents (25% certain and 50% partially true) believed that students can now work independently of the teacher. An overwhelming 66% agreed that scrapping the timetable is a good idea, while 28% agreed that this was partly true. It can be safely concluded that the attitude of the teacher plays an important role in motivating the student to achieve results.
OTHER PERSPECTIVES ON THE ADVANTAGES OF OBE
Learning resources facilitate active participation by students (even the 'shy' and 'slow' ones) and they are able to talk about and answer questions about what they have done based on the learning resources. This view is one of the strengths that Spady points out and is also supported by Brady (1996: 11). One of the most notable success stories of OBE comes from Johnson City School, Chicago.
Mamary bases much of its success on creating an environment where everyone is considered a partner in the operation of education. Students are taught to think within each of the disciplines, eg within science, art or health. The principles of OBE have transformed an average district in Sparta, Illinois, into an exemplary district in just four years (Brown: 1988: 12).
GENERAL CONSTRAINTS RESULTING FROM THE IMPLEMENTATION OF OBE
- METHODOLOGY
- LARGE CLASSES
- DISCIPLINE AND NOISE
- DEMANDS ON EDUCATORS
- ASSESSMENT, REMEDIATION AND ENRICHMENT
34% indicated that the reason of comfort and familiarity with the old methodology was not important in the implementation of OBE. Interestingly, 50% of respondents do not find teaching according to OBE principles to be relaxing or easier as shown in Figure 19. Ex-HOD and ex-DET schools are experiencing problems with teaching according to ability groups. mixed.
Former DET interviewees stated that they found mixed-ability group teaching difficult and avoided it. According to Figure 21, only 30% of respondents agreed that the prescriptive nature of OBE implementation was a major problem. It diminishes the role of the teacher at the same time as forcing them into greater roles of control."
LEARNERS' RECORD OF WORK DONE
The aspect of writing and recording what has been learned (Figure 30) is worrying. This may be related to the traditional (old) education system, where written work was evidence and proof to both the educator and parents of the student's progress and ability level.
TEACHING AND MOTIVATING ALL LEARNERS TO ACHIEVE COMMON OUTCOMES
Although students are grouped, each student is still expected to be assessed based on his/her individual way of demonstrating the results of their activity. 59% stated that it is easier to teach students based on ability groups, and 38% appear to prefer mixed ability groups. With the previous education system, teachers knew what objectives needed to be achieved at the end of the teaching day, and the classroom situation revealed the extent and type of remediation and/or enrichment that needed to be implemented.
Interviewees in former DET schools confirmed that while they took notes according to OBE principles, they still teach according to ability groups. The table below reveals that those favoring social groups (mixed ability) are mostly former HOA and former HOR educators. Mixed ability groups allow students to mix and get to know each other.
INTEGRATING ALL LEARNING AREAS
LACK OF SUPPORT FOR EDUCATORS
- GUIDELINES ARE TOO VAGUE AND BROAD
- LACK OF PARENTAL INVOLVEMENT
- LACK OF SUPPORT FROM THE DEPARTMENT OF EDUCATION
- LACK OF REGIONAL STRUCTURES
- LACK OF A SUPPORTIVE SCHOOL STRUCTURE
The researcher believes that this slight discrepancy can be attributed to the fact that the novelty of the 'OBE shock syndrome' has passed and teachers who believe that practice makes perfect are able to cope with the changes in the classroom on the field of methodology and assessment. With the exception of former HOA teachers, educators expressed disappointment in the lack of parental involvement. The director and even non-OBE practitioners can and should provide meaningful input." Ex-DET interviewees see management support as non-existent because they (management) are also not well informed about OBE.
The statistics in figure 38 indicate that there must be a supporting OBE structure in the schools, including the management and all OBE practitioners. The fact that only 41% disagreed that there is a lack of support is evidence that OBE practitioners have seen the benefits of working together for mutual benefit. This will see the 50% who agree that there is a lack of support in the school environment decrease.
Following the interviews, it became clear that where principals supported their OBE practitioners, their teachers' attitudes towards OBE were more positive. Interviewees expressed how this has a negative effect on family life, as lesson preparation affects the quality of family time at home.
OTHER PERSPECTIVES ON THE LIMITATIONS OF OBE
Defining education as a set of outcomes conflicts with the wonderful journeys of exploration that characterize learning through discovery and inquiry. McKernan's main concern is "the apparent assumption that the structures of knowledge can be translated into simple outcomes or observable achievements, an assumption he claims trivializes knowledge." (Brady. They describe mental processes such as attitudes, dispositions and sentiments – behavioral and social outcomes rather than knowledge, skills and other cognitive outcomes.
OBE is argued to facilitate human resource development and has the potential to contribute to economic upliftment. There is no evidence in the almost 80 years of curriculum change literature to suggest that curriculum change will lead to changes in the economy. To give the OBE policy a reasonable chance of success requires radical change in teacher training, assessment, classroom organisation, process management – "a whole re-engineering of the education system". There has not been enough intervention in the education system to bring about this change.
SOME CONCERNS REGARDING OBE
I haven't found many students who need remedial work who will come before or after school to do it." Some teachers may resist OBE because they simply don't understand the concept at first." (Towers. Furthermore, at a workshop facilitated by Sharma Bhika prior to the implementation of OBE in South Africa, many negative perceptions were encountered.
Would schools have the right resources before the introduction of OBE, given that most schools have basic resources? The current teacher-student ratio, with many teachers responsible for more than 200 students per day, is not feasible for successful implementation of OBE. Receiving support during the implementation process is an essential condition for the success of OBE.
CHAPTERS
RECOMMENDATIONS AND CONCLUSIONS
- METHODOLOGY
- RESOURCE MATERIAL
- NOISE AND DISCIPLINE IN THE CLASSROOM
- TIME-TABLES
- SUPPORT PROGRAMMES FOR EDUCATORS
- SCHOOL AND REGIONAL SUPPORT
- SUPPORT BY THE DEPARTMENT OF EDUCATION
- ASSESSMENT AND RECORD-KEEPING
- REMEDIATION AND ENRICHMENT
- EDUCATORS' SUPPORT MATERIAL
- PARENTAL INVOLVEMENT
- CONCLUSION
So it is necessary to reduce the number of students per class because this is ethically justified in the basic phase. This bond will enable the student to realize that when problems are experienced in the learning process, he/she can fall back on the loving support of the educator. Because the assessment in the OBE process is so different from the old teaching method, the assessment procedure must be taught to OBE practitioners through practical demonstration lessons.
In the same vein, the policy document and support materials and manuals for educators should be free of incomprehensible jargon and should be accessible to teachers to the extent that they lead to an understanding of the OBE process. Parents represent the real world and should be encouraged, even with some coaxing, to get involved in the learning process. He stated: “It will fail if it is not handled as it should be.
BIBLIOGRAPHY
Report: National Evaluation and Monitoring of Curriculum Testing 2005 and OBE in pilot provincial schools in South Africa. South Africa implements outcomes-based education amid fears it will spark war and revolution in classrooms.
APPENDICES
- APPENDIX A
- APPENDIX B
- APPENDIX C
- APPENDIX D
- APPENDIX E
- Names of respondents and schools will not be mentioned in any written text (unless it is specifically requested by the respondent
- The information gathered will be analysed and used as part of a research project for a master's degree in education
- A copy of the findings of this research will be made available to YOllrschool
- QUESTION 2 CONTINUED
- PERSONAL INPUT)
I have received a letter dated June 7, 1999 from the Dean of the Faculty of Education of the University of Ourban-Westvi lie, aka G Kistan, enclosing a copy of your research proposal. The normal teaching and learning program of the host schools should not be disrupted by the research; As stated on the cover letter of the questionnaires, all information will be treated confidentially.
For each of the statements in this section, please place a tick[2] in the appropriate column. In relation to the methods used to implement OBE, to what extent does each of the following apply to you. From your PERSONAL EXPERIENCE, what is your opinion of each of the following statements.
INTERVIEW
INTERVIEW: OBE PRACTITIONERS
