A philosophical study of structural and conceptual trends underlying the development of outcomes-based education

Fakier, M (Mursheed) (2001-12)

Thesis (MEd) -- University of Stellenbosch, 2001.

Thesis

ENGLISH ABSTRACT: This study looks at the structural and conceptual trends underlying the development of outcomes-based education. Part of the democratisation process of South African education involves the introduction of a system of outcomes-based education (OBE) in South African schools. Proponents of OBE claim that it constitutes a radical break from the previous apartheid education system. For this reason OBE is viewed as a transformational perspective on the curriculum. Viewed against this backdrop OBE strives to guarantee success for all learners; to empower learners in a learner-centred environment thus creating a critical, investigative, creative, problem-solving, communicative future-orientated citizen (Department of Education 1997:10). However, after doing an analysis and an interpretation of the White Paper on Education and Training (1996), it appears as if OBE with its "fixed" outcomes has a tendency to manipulate and control learners. The analysis shows that OBE stifles learners' critical, investigative, creative and problem-solving ability. The study also reveals that as a result of globalisation there is a global discourse on knowledge production which assumes that unless our system of education conforms with this global reality, our education could be considered as being of an inferior quality. The findings of the research suggest that OBE with its fixed outcomes cannot engender transformation on its own. Rational reflection, creativity and imagination need to be imbedded in practices of teaching and learning. By doing this, OBE could offer transformative opportunities for school communities at large.

AFRIKAANSE OPSOMMING: Hierdie studie poog om die strukturele en konseptuele tendens onderliggend aan die ontwikkeling van UGO (Uitkomsgebaseerde onderwys) te ondersoek. Die bekendstelling van 'n UGO model in skole word gesien as deel van die demokratiseringsproses wat binne die Suid-Afrikaanse onderwysstelsel plaasvind. Ondersteuners van UGO is dit eens dat UGO radikaal wegbeweeg van die apartheidsonderwysstelsel. Om hierdie rede word UGO dus gesien as 'n transformatoriese perspektieftot die kurikulum. Teen hierdie agtergrond streef UGO daama om sukses te waarborg vir alle leerders in 'n leerlinggesentreerde omgewing. Op die manier wil UGO 'n kritiese, ondersoekende, skeppende, probleemoplossende, kommunikatiewe en toekomsgerigte landsburger skep. Nadat daar egter 'n analitiese studie van die Witskrif vir Onderwys en Opleiding (1996) gedoen is wil dit tog voorkom asofUGO eerder daarop gemik is om leerders te manipuleer en te beheer. Trouens, die huidige diskoers oor kennisproduksie aanvaar dat indien 'n land se opvoeding nie die realiteit van globalisasie in ag neem nie word dit as minderwaardig beskou. Die bevindinge van die navorsmg stel voor dat UGO, met sy vaste uitkomste, wemige verandering alleen kan meebring. Daar word dus aan die hand gedoen dat indien rasionaliteit, kreatiwiteit en verbeeldingrykheid deel sou vorm van onderwys en leer dit op so 'n manier uitkomste kan komplementeer en sodoende betekenisvolle transformasie in die onderwys kan bewerkstellig.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/52121
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