Teacher'sattitudes towards the implementation of outcomes based education (OBE) in South Africa

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.