Voorbereiding van die geskiedenis-opvoeder vir uitkomsgebaseerde onderwys in die algemene onderwys- en opleidingsfase

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dc.contributor.advisorCarl, A. E.
dc.contributor.authorBrand, A. B.
dc.contributor.otherStellenbosch University. Faculty of Arts & Social Sciences. Dept. of History.
dc.contributor.otherStellenbosch University. Faculty of Arts & Social Sciences. Dept. of Curriculum Studies.
dc.date.accessioned2012-08-27T11:33:18Z
dc.date.available2012-08-27T11:33:18Z
dc.date.issued2004-12
dc.descriptionThesis (MPhil)-- Stellenbosch University, 2004.en_ZA
dc.description.abstractENGLISH ABSTRACT: Today, educators in South Africa must be capable of successfully designing and implementing an outcomes-based curriculum that prepares learners for the world of work. The aim of this study is to determine what kind of groundwork has to be done by history educators to prepare themselves for outcomes-based education and the General Education and Training Phase. The Revised National Curriculum Statement will have far-reaching implications on curriculum development. A thorough knowledge of the principles and theoretical foundation of the process of curriculum development and outcomesbased education is essential to the successful implementation of the directives contained in this document. Dynamic curriculum development is founded on the quality of a thorough design. Educators - the people who use the curriculum - must be closely involved in the content and planning thereof. By implementing the proposed structure and procedures educators will be able to ensure quality control with regard to the successful preparation, implementation and assessment of outcomes-based education. This will also provide continuity in outcomes-based curriculum development. Once the newly designed curriculum has been established, existing school and classroom practices cannot be retained. Appropriate preparation is essential for the comprehensive changes that are taking place. Good management at all levels will prevent a climate of dissatisfaction and resistance from arising during the preparation phase of the curriculum. The real success of curriculum design depends on how it is implemented in the school and the classroom. In this study the emphasis falls on the modular approach to curriculum, with the learning area history as an example. The implementation of the designed curriculum must be continuously assessed. Through curriculum or quality assessment of their operations, services and learning programmes, schools must strive towards applying quality management to the benefit of the educators as well as the learners. It is vital that all educators, also history educators, will offer quality services that are globally competitive. In the final analysis curriculum development is about the learners and the way in which they will benefit from the process. The learners deserve to have a first-rate curriculum. After all, it is the stated aim of outcomes-based education to encourage learners to be successful.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Tans moet opvoeders in Suid-Afrika in staat wees om 'n uitkomsgebaseerde kurrikulum, wat leerders voorberei vir die wêreld van werk, suksesvol te ontwerp en te implementeer. Hierdie studie het ten doelom vas te stel watter voorbereiding nodig is om die geskiedenis-opvoeder vir uitkomsgebaseerde onderwys en die Algemene Onderwys- en Opleidingsfase voor te berei. Die Hersiene Nasionale Kurrikulumverklaring gaan verreikende implikasies hê. Om die voorskrifte wat daarin vervat is suksesvol te implementeer, verg 'n deeglike kennis van die beginsels en teoretiese basis van die proses van kurrikulumontwikkeling en uitkomsgebaseerde onderwys. Dinamiese kurrikulumontwikkeling berus op die kwaliteit van 'n deeglike ontwerp. Die inhoud en beplanning van die kurrikulumontwerp mag nie vir kurrikulumgebruikers verlore gaan nie. Deur die voorgestelde struktuur en voorskrifte te implementeer, kan kwaliteitbeheer t.o.v. die latere suksesvolle gereedmaking, implementering en assessering van uitkomsgebaseerde onderwys moontlik gemaak word. Dit verleen ook kontinuïteit aan uitkomsgebaseerde kurrikulumontwikkeling. Ná die nuut-ontwerpe kurrikulum daargestel is, kan bestaande skool- en klaskamerbestuurspraktyke nie bly handhaaf word nie. Behoorlike gereedmaking vir hierdie omvattende veranderinge is nodig. Goeie bestuur op alle vlakke verhoed dat 'n klimaat van ontevredenheid en weerstand tydens die gereedmaking van die kurrikulum ontstaan. Die werklike sukses van kurrikulumontwerp berus op die praktiese implementering daarvan in die skool en klaskamer. Daar word in hierdie studie op die modulêre kurrikulumbenadering gefokus, met geskiedenis as voorbeeld. Die implementering van die ontwerpte kurrikulum moet deurlopend geassesseer word. Deur kurrikulum- of kwaliteitsassessering van hul bedryf, dienste en leerprogramme, moet skole daarna streef om kwaliteitsbestuur tot voordeel van die opvoeders en leerders aan te wend. Dit is belangrik dat alle opvoeders, ook geskiedenis-opvoeders, in skole kwaliteitdienste wat globaal mededingend is lewer. Die leerders is uiteindelik die begin- en eindpunt van kurrikulumontwikkeling. Die leerders verdien 'n kwaliteitkurrikulum. UGO wil leerders immers aanmoedig om suksesvol te wees.af_ZA
dc.format.extent193 p.
dc.identifier.urihttp://hdl.handle.net/10019.1/50226
dc.language.isoaf_ZAaf_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectCompetency-based education -- South Africaen_ZA
dc.subjectHistory -- Study and teaching -- South Africaen_ZA
dc.subjectCurriculum planning -- South Africaen_ZA
dc.subjectDissertations -- Historyen_ZA
dc.subjectTheses -- Historyen_ZA
dc.titleVoorbereiding van die geskiedenis-opvoeder vir uitkomsgebaseerde onderwys in die algemene onderwys- en opleidingsfaseaf_ZA
dc.typeThesisen_ZA
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