Download or read book Understanding Outcomes based Education written by Cass Lubisi and published by . This book was released on 1998 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first in a series of ten mixed-media modules - each containing a learning guide with reader, video tape and audio cassette. This module elucidates key changes in educational thinking which coincide with South Africa's move to outcomes-based education and explores the impact on teaching.
Download or read book Understanding Outcomes Based Education Teaching and Assessment in South Africa written by Cass Lubisi and published by . This book was released on 1998-02-01 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first in a series of ten mixed-media modules - each containing a learning guide and reader, video and audio cassette - in the Study of Education series. The module elucidates the key changes in educational thinking which coincide with South Africa's move to outcome-based education.
Download or read book Understanding Outcomes based Education written by and published by . This book was released on 1997 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Changing Curriculum written by Jonathan D. Jansen and published by Juta and Company Ltd. This book was released on 1999 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: The introduction of Outcomes-based Education (OBE) is the most controversial reform in the history of South African education. This volume is a critical analysis of OBE, its potential to succeed and its inherent implications for the education system.
Download or read book Understanding Outcomes based Education written by South African Institute for Distance Education and published by . This book was released on 1977 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding Outcomes Based Education written by John Gultig and published by . This book was released on 1998-10-20 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding Outcomes Based Education written by Cass Lubisi and published by . This book was released on 1990 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: The video demonstrates how key ideas in OBE are being implemented in South African classrooms.
Download or read book Outcomes based Assessment for South African Teachers written by and published by . This book was released on 2010 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The adoption of the Outcomes-Based Education (OBE) curriculum in South Africa has caused much confusion and frustration among teachers, particularly with regards to the implementation of Outcomes-Based Assessment (OBA). Not all teachers have been adequately prepared for this didactic paradigm shift - something that has serious implications for effective teaching and learning, and which may become a major obstacle in the attainment of the critical educational outcomes that the education authorities have set for South Africa. Outcomes-Based Assessment for South African teachers therefore introduces the theoretical underpinnings of OBE and OBA and provides useful guidelines in terms of practical application in the classroom..." -- publisher website.
Download or read book Teaching Strategies for Outcomes based Education written by Roy Killen and published by . This book was released on 1999 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on the philosophy that teachers need to be reflective practitioners who make deliberate choices in order to maximize student learning, this book draws on a wide range of research and the practical experiences of many teachers to construct an easily understandable and practical guide to effective outcomes-based teaching. A variety of teaching strategies is covered, including direct instruction, discussion, small group work, cooperative learning, and problem solving. Every strategy is described in general terms, with advantages, limitations, and guidelines for planning lessons based on the strategy.
Download or read book OBE Outcomes based Education written by Helen Van der Horst and published by . This book was released on 1997 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding Outcomes based Education written by Cass Lubisi and published by . This book was released on 1997 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Outcome based education written by William G. Spady and published by . This book was released on with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Strategies for Outcomes based Education written by Roy Killen and published by Juta and Company Ltd. This book was released on 2007-07 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is an easily understandable and practical guide to effective teaching for teachers and trainers in all instructional settings: school, further education and training, and higher education. It is particularly useful for students, both as a text for their theoretical studies and as a reference during their practical teaching experiences and their later teaching careers. This second edition has been extensively revised and now includes introductory chapters that provide a strong theoretical base as well as a chapter on outcomes-based assessment.
Download or read book An Integrated and Holistic Approach to Assessment in Outcome based Learning in South Africa written by Annette De Jager and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Bloom (1956) states that learning is the permanent change in the cognitive, affective and psychomotor domains of a learner. Considering that learners have different learning styles and educators have different teaching methodologies, the question that I have been paying special attention to since I started teaching is: How do I know that learning has really taken place? The only way to determine if learning has taken place, i.e. whether there is a permanent change in the cognitive, affective and psychomotor domains of the learner, is to measure the learning. The conventional measuring tools in a content-based education system are tests and examinations. This approach often results in a tendency towards awarding learners with a once-off qualification and not necessarily providing them with the academic and life skills needed to enter the workplace. Although outcome-based education creates the opportunity to change the product-driven and rote learning measuring in content-based education to the process-driven and authentic assessment of learning in outcome-based education, the question of whether learning has really taken place still exists. The focus of this study is therefore the assessment of learning in outcome-based education to confirm that learning has really taken place. This study comprises of action research of six cycles of one year each (1997 - 2002) and pertains to changing the Further Diploma in Education (Computer-assisted Education) qualification as presented by the University of Pretoria, from a content-based (1997 - 1998) into an outcome-based education approach (1999 - 2002). What initially seemed to be an easy task in 1999, turned out to be a complex challenge to discover all the aspects contributing to the successful implementation of outcome-based assessment of learning South African education, training and development. The findings of the study indicate that is not possible simply to convert evaluation in content-based learning into assessment in outcome-based learning. Outcome-based learning is a totally different way of doing and it takes time to make an internal mind-change as well as a change that can be observed externally. It also reveals that it is not possible to eliminate content-based learning in favour of outcome-based learning. There is a place for both and both are imperative to the needs of learners. The complex problem of assessment in outcome-based learning has no straightforward solution. It can only be stated that if all aspects are considered, there is a fair chance to end up with a permanent change in the cognitive, affective and psychomotor skills of a person, i.e. that learning has taken place. There is a real need for information on the following aspects to be considered in an integrated and holistic approach to assessment of learning in outcome-based education: ̃The governmental policy and current educational philosophy ̃The design, development and implementation of the learning programme ̃The facilitation of learning ̃The portfolio of evidence of learning ̃The quality assurance of the assessment of learning This study is only an introductory study and more research needs to be done regarding assessment of learning in outcome-based education in South Africa. Copyright.
Download or read book Assessment Tools for Mapping Learning Outcomes With Learning Objectives written by Sinha, G. R. and published by IGI Global. This book was released on 2020-09-25 with total page 327 pages. Available in PDF, EPUB and Kindle. Book excerpt: In educational institutions, outcome-based education (OBE) remains crucial in measuring how certain teaching techniques are impacting the students’ ability to learn. Currently, these changes in students are mapped by analyzing the objectives and outcomes of certain learning processes. International accreditation agencies and quality assessment networks are all focusing on mapping between outcomes and objectives. The need of assessment tools arises that can provide a genuine mapping in the global context so that students or learners can achieve expected objectives. Assessment Tools for Mapping Learning Outcomes With Learning Objectives is a pivotal reference source that provides vital research on the implementation of quality assessment methods for measuring the outcomes of select learning processes on students. While highlighting topics such as quality assessment, effective employability, and student learning objectives, this book is ideally designed for students, administrators, policymakers, researchers, academicians, practitioners, managers, executives, strategists, and educators seeking current research on the application of modern mapping tools for assessing student learning outcomes in higher education.
Download or read book Outcomes based Education in South Africa Since 1994 written by Mmori Benjamin Mokhaba and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary objective of the research for this thesis is to propose an implementation model for outcomes-based education which could be implemented in South Africa. However, the proposed public policy model and its implementation activities could be appropriate for all government departments as well as public institutions. Subservient to the primary objective is the secondary objective, which can be divided into two. The first aim of the research project is to highlight and emphasise the pivotal roles of the theory and practices of public policy making, analysis and implementation. The secondary objective was to pinpoint the necessity of describing a public policy being studied in simple, clear and unambiguous language, to promote understanding. This is crucial because before a public policy could be implemented it should be comprehended. To attain the objectives of the study it is necessary to indicate the rationale for the introduction of outcomes-based education to satisfy the public policy imperatives and directives enshrined in the Constitution of the Republic of South Africa, 1996 (Act 108 of 1996). Amongst others, the Constitution emphasises equality of all citizens before the law, respect for human dignity and, foremost in this thesis, the right to basic education, including adult basic education and further education. Outcomes-based education was also introduced to teach the youth and the population at large the essential democratic principles and values. To capture the essence of the thesis, a problem statement is formulated to express the objectives of the study. The problem statement hypothesises that the proposed implementation model for outcomes-based education policy in South Africa is a necessary and sufficient condition for successful public policy implementation. The proposed implementation model should be widely implementable in the public sector as well as by the Department of Education. In keeping with one of the objectives of the study, public policy and policy analysis are described in detail. Matters that receive attention are: policy in general and public policy in particular, policy formulation, role players and factors in policy formulation, policy analysis, crucial variables for studying policy implementation, policy evaluation, and policy analysis institutions. The purpose of the study is twofold, namely, to explain the central role played by the theory and practice of public policy, and a scientific approach for dealing with public policy. Moreover, it is crucial to know and understand what every public policy is about B its definition, origins, characteristics, and advantages. In relation to outcomes-based education policy for South Africa all these matters have to be taken into account. The effect of policy implementation must be viewed in relation to its impact on its implementers as well as its beneficiaries. Hence, the roles of both educators and learners have to be described in detail. Activities that enable educators and learners to express themselves in relation to outcomes-based education policy are: reflective teaching practice: multicultural classrooms: possible outcomes of learning: teaching strategies and teaching methods: and lesson planning and preparation. Moreover, the roles of educators and learners as dictated to or in keeping with outcomes-based education policy has to be explained. The rationale for this explanation is to indicate the extent to which the implementation of outcomes-based education policy brought about change in teaching and learning. Furthermore, from the description of roles of educators and learners one can deduce the impact of the public policy implemented. In addition, it is possible to see whether the initial intended objectives of the policy have been realised or not. Therefore, the roles of educators and learners serve as barometers to indicate the extent to which the objectives of the outcomes-based education policy have been achieved or not. To ensure that a public policy is successfully implemented, there is a need for a guide to implementation in the form of a public policy implementation model. Hence, a public policy implementation model for South African outcomes-based education is proposed. Initially policy analysis techniques are explained. Four policy analysis bases are explained, namely, cost-benefit analysis, decision analysis, simulations and models, and experimental analysis. Implications of policy analysis techniques are indicated with regard to the model, followed by an explanation of the national curriculum statement. Aspects that are addressed include outcomes-based education, learning areas statement, learning programmes, time allocations, assessment, educator and learner. The impact of the national curriculum statement on the model is explained. A further component of the model is the management of the implementation process. Regarding the latter, personnel, financing, procedural arrangements, control and accountability, and organising are described as building blocks of the model. Monitoring and evaluation are explained in relation to policy implementation. The study contributes in particular to the successful implementation of outcomes-based education through the application of an implementation model. This could also apply to public policy management in general.
Download or read book Teaching and Learning in South African Schools written by Pierre Du Plessis and published by Van Schaik Publishers. This book was released on 2007 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching and learning in South African schools offers sound, detailed and practical direction to help new and experienced educators and student educators move with ease within the framework of teaching and learning.
