A constructivist critique of outcomes-based education

Abstract

Responses to South African outcomes-based Education (OBE) indicates that much of the criticism focuses on the implementation problems of this new approach. The aim of this research report is to initiate a debate concerning the fundamental psychological assmptio ns of an outcomes-based approach to education. To this end, I critique, from a Piagetian psychological perspective, the notions of "pre-determined outcomes”, "transference” and “prior knowledge" which I believe are derived from particular assumptions about the n ature of teaching and learning within OBE. This report concludes that these notions as they are understood within OBE have not been considered in sufficient depth by the policy makers. Consequently, the educational efficacy of these notions is questionable.