Teacher'sattitudes towards the implementation of outcomes based education (OBE) in South Africa
No Thumbnail Available
Date
2014-03-07
Authors
Giessen-Hood, Christina
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Education in South Africa Is presently changing from content based to outcomes based
education (QBE). Literature review suggests that OBE is not a new invention. It has had many
names in its history and is rooted in masteiy learning. Unlike mastery learning, which follows a
behaviourist approach only, OBE follows a holistic approach that is consistent with current
learning theory based on cognitive psychology. OBE, in South Africa, is strongly influenced by
the Australian and New Zealand Curriculum Frameworks. The question remains whether OBE
can be successfully adopted in developing countries such as South Africa.
For change in education to be effective and long lasting, teachers need .o view the process as
desirable and necessary. Teachers' perceptions of OBE will either aid or hinder its successful
implementation in South Africa. This study investigates the attitudes, perceptions and feelings
of competence of teachers towards OBE. The sample constituted 124 teachers from six
different types of primary schools, namely a Private School and a historically: Black School,
Coloured School, Indian School, White English speaking School and White Afrikaans
speaking School.
The study showed that 64 percent of respondents expressed negative attitudes towards OBE.
Feelings expressed, amongst others, were that of scepticism (17 percent), insecurity (16
percent), worry (15 percent), confusion (14 percent) and apprehension (seven percent). Only
36 percent of respondents expressed positive attitudes towards OBE.
The results of this study provide reasons for concern. The results indicate that unless major
changes in teacher attitudes towards OBE are developed through appropriate interventions, its
implementation could encounter serious problems.