By J. Jansen, P. Christie
The advent of Outcomes-based schooling (OBE) is the main arguable reform within the background of South African schooling. It is going correct to the center of the continued means of reworking this state right into a democracy and laying off the legacy of apartheid. altering Curriculum is a serious research of OBE, its capability to prevail and its inherent implications for the schooling method. It fills that very important house mendacity among the perception of the approach and its implementation. Key gains: presents severe and wide-ranging analyses of OBE. Combines theoretical paintings and box study. Contextualises the South African debate by way of broader highbrow events in schooling. contains enter via lecturers, teachers, govt officers, curriculum theorists and policymakers. It constructs a much-needed discussion among quite a few avid gamers within the schooling box. altering Curriculum is the 1st in-depth scholarly paintings on OBE in South Africa, tracing the results of OBE for educating and studying in several academic contexts. industry: All educators around the academic spectrum. In-service and pre-service lecturers; lecturers; Curriculum advisors; Policymakers
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Extra resources for Changing Curriculum: studies on outcomes-based education in South Africa (My New World)
The NEPI report continuously stressed the inherent tensions in trying to satisfy both political demands. Systemic change inevitably entailed some form of trade-off between equity and development. The NTB3 National Training Strategy ZniiCiative The Natiunal TrainingStrategy Initiative (NTSI) was published in April 1994. It arose from the ashes of the previous government's unilateral and premature attempt to reform industrial training via the aborted 1991 National Training Strategy. A reconstituted National Training Board (NTB), with representatives for the first time drawn from the black progressive trade unions and from ET providers, established a task team with eight theme committees which incorporated a wide diversity of stakeholders and individuals.
Notwithstanding this paradoxical convergence, Sedunary points out that these two discourses - the radical education tradition and outcomes-based 'new vocationalism' -are simultaneously contradictory because each emphasises the attainment of a high-skill, high-participation ET system for very different ends: empowering the individual-citizen with critical and 'interpretive intellect' versus linking 'instrumental intellect' to the needs of a rapidly changing economy (Sedunary, 1996: 383). Sedunary also argues that this accommodation between supposedly opposing discursive frameworks is a reflection of the state's successful incorporation of past radical discourses within its own structures -primarily through the employment C H A P T E R 2 A N D R EK R A A K of new progressive personnel within the state and through the writing of newly interpreted policy texts - which then give legitimacy to what is essentially a technicist and conservative assessment technology.
The growth of these adult and continuing education programmes in further and higher education is therefore about making knowledge and qualifications more responsive to contemporary societal and economic needs. In so doing, it provides for the radical reworking of the intellectual culture and of the boundaries of further and higher education, awav from elite and insular institutions toward more open and responsive systems of teaching and learning. Five policy moments in the evolution of systemic discourse in South Africa Five major policy initiatives can be identified in the period after February 1990 which have led to the evolution and refinement of a 'systemic' conceptual framework.