Outcomes-based education as a social practice : transformative or not?

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dc.contributor.advisorWaghid, Yusefen_ZA
dc.contributor.authorNovember, Ivan P.en_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studies.en_ZA
dc.date.accessioned2012-08-27T11:33:24Z
dc.date.available2012-08-27T11:33:24Z
dc.date.issued2005-12
dc.descriptionThesis (PhD)--Stellenbosch University, 2005.en_ZA
dc.description.abstractENGLISH ABSTRACT: This dissertation explores whether Outcomes-based education (OBE) as currently being practised in South Africa is transformative or not. Put differently, the dissertation explores whether the critical outcomes of OBE can engender citizens who can function in a deep democratic 'space'. My contention is that the outcomes seem to be framed according to the tenets of instrumentality which erode peoples' self-independence and dialogical aspirations necessary to further democratise and transform the country's education system. Consequently, although the current critical outcomes have the possibility of engendering critical citizens, this dissertation argues that this kind of criticality is not enabling enough in order to cultivate persons who can function adequately in a deep democracy - one whereby people can deliberatively and imaginatively engage in a dialogical relationship. Therefore, it is argued that outcomes need to be framed commensurate with a democratic citizenship agenda which holds the promise of cultivating a critical mass which can function in a deep democratic dispensation on the basis of deliberation and imagination - a matter of reconceptualising the critical outcomes in a transformative manner.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Hierdie proefskrif ondersoek of Uitkomsgebaseerde onderwys (U.G.O.) soos huidiglik gepraktiseer transformatief is of nie. Anders gestel, die proefskrif ondersoek of die kritiese uitkomste van U.G.O. burgers kan genereer wat kan funksioneer in 'n "diep" demokrasie. Ek hou voor dat die uitkomste huidiglik volgens die denke van instrumentaliteit geskakeer is wat mense se onafhanklikheid en dialogiese aspirasies, nodig om demokrasie en transformasie van die onderwyssisteem te bevorder, teenwerk. Vervolglik, alhoewel die kritiese uitkomste oor die moontlikheid beskik om kritiese burgers te genereer, redeneer hierdie proesfskrif dat die kritiese vermoëns nie krities genoeg is nie om burgers te genereer wat kan funksioneer in 'n "diep" demokrasie nie - een waar mense beraadslagend en met verbeelding kan verkeer in rn dialogiese verbintenis. Daarom word geredeneer dat die uitkomste geskakeer moet word in ooreenstemming met 'n demokratiese burgerskap agenda. So 'n agenda beskik oor die moontlikheid om 'n kritiese massa voort te bring wat kan funksioneer in 'n "diep" demokratiese bestelop grond van deliberasie en verbeelding - dus behoort die kritiese uitkomste van UGO op 'n transformatiewe wyse geherkonseptualiseer te word.af_ZA
dc.format.extent233 pagesen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/50410
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectCompetency-based education -- South Africa -- Evaluationen_ZA
dc.subjectEducation -- Aims and objectives -- South Africaen_ZA
dc.subjectDemocracy -- Moral and ethical aspects -- South Africaen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.titleOutcomes-based education as a social practice : transformative or not?en_ZA
dc.typeThesisen_ZA
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Doctoral Degrees (Education Policy Studies)