Browsing by Author "De Bruyn, Trevor Neil"

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    Uitkomsgebaseerde onderwys : 'n raamwerk vir die optimalisering van diverse leerders se kognitiewe potensiaal
    (Stellenbosch : Stellenbosch University, 2002-12) De Bruyn, Trevor Neil; Hall, Riana; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: South-Africa is presently in a process of transformation towards the provision of quality education for all. There prevails an aim of equal education to all learners. A vision of lifelong learning was formulated on a national level so that all parties concerned can contribute towards an equal education. All parties concerned, including educators, have the learner as the central figure. The meaning of the word "learner" should be thought over by all educators, especially seen against the background of the national vision that sets inclusive and cognitive education as a priority. The educator's task now includes learners with special educational needs. The insights generated in this study reveals that educaters, at this moment, are not empowered to maximised and develop the cognitive potential of the diverse learner. The working method of schools (especially educators) should be of such a nature that all learner's cognitive, emotional, psycho-motorical and intellectual abilities should be maximised and developed. Outcomes-Based Education (OBE) as an educational approach have theoretical and philosophical assumptions which makes it appropriate for implementing cognitive and inclusive education. This qualitative study review literature and explores the world of the educator to generate insights to construct a framework to help educators to understand the relationship between OBE, Curriculum 2005 and cognitive education within an Inclusive Framework. Life-long learning and applied learning do not focus primarily on the reproduction of facts and knowledge, it aims to construct knowledge through a variety of study, learning and thinking strategies. Each learner has inherent potential and the ability to be successful in spite of his/her needs. The focus shifts to the learners strengths in order to guide and develop their potential and abilities. To establish a culture of teaching and learning in our schools reaches further than concerns about large classes and undisciplined learners. Except experience, educators need a frame of reference to work with a variety of learners stemming from different sosio-economic backgrounds, each with his/her own learningstyle and information processing abilities. In the workplace educators should use a meta-theoretical approach, consisting of a variety of learning, thinking and teaching strategies to benefit the diverse learner. A collective energy is needed in the establishment of an educational culture that is tolerant towards diverse thoughts, values, attitudes and practises. To build that culture, it is very important for each educator to have a conceptual and theoretical framework of OBE, C200S and cognitive education. This study aims to provide a framework for educators to work in schools to the benefit of diverse learners.