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Dissertations / Theses on the topic 'Outcomes Based Education (OBE)'

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Published: 4 June 2021

Last updated: 25 July 2025

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1

Matshidiso, Mekube Norah. "Educators' perceptions of Outcomes-Based Education (OBE) assessment / Mekube Norah Matshidiso." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1398.

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Maoto, Rose Satsope. "Mathematics teacher learning in the context of South African outcomes-based education reforms." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/231.

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The new South African national curriculum for the twenty first century adopted an outcomes-based education approach. The new curriculum represents a crucial shift in emphasis from learners concentrating on formal and procedural mathematics (with an absence of meaning) to learners making meaning of mathematics and becoming flexible mathematical thinkers, with problem solving and mathematics investigations as central focus. This study reports on an action research collaboration between two teachers and myself, a university mathematics educator. It was conducted over a period of three years. The

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Ramolefe, Edwin. "How secondary school educators experience principal support during the implementation of Outcomes-Based Education (OBE)." Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-12062004-102701/.

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Maoto, Rose Satsope. "Mathematics teacher learning in the context of South African outcomes-based education reforms." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15037.

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The new South African national curriculum for the twenty first century adopted an outcomes-based education approach. The new curriculum represents a crucial shift in emphasis from learners concentrating on formal and procedural mathematics (with an absence of meaning) to learners making meaning of mathematics and becoming flexible mathematical thinkers, with problem solving and mathematics investigations as central focus. This study reports on an action research collaboration between two teachers and myself, a university mathematics educator. It was conducted over a period of three years. The

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5

Motseke, M. "Why is OBE failing in the township schools of the Free State Goldfields?" Interim : Interdisciplinary Journal, Vol 8, Issue 2: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/370.

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Published Aticle<br>The learners going through outcomes-based education (OBE) were expected to acquire skills which would help them to become critical thinkers, good workers and good citizens. However, this is not happening for learners in the Free State Goldfields' township schools, due to the unsuccessful implementation of OBE in these schools. The purpose of this study is to investigate why OBE is failing in the Free State Goldfields' township schools. In order to determine these reasons, a questionnaire was developed and administered on 183 educators from township primary schools in the Fr

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Ramolefe, Edwin. "How secondary school educators experience principal support during the implementation of Outcomes-Based Education (OBE)." Diss., University of Pretoria, 2004. http://hdl.handle.net/2263/30138.

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This research seeks to examine the experience of educators regarding the support they receive from their principals during the implementation process of OBE at secondary school level. The study thus intends to explore the reaction of educators towards OBE as a newly introduced approach in South Africa and the impact of managerial support to educators towards the implementation of OBE. This study is a case study of two secondary schools at Vuwani in Limpopo Province. The study uses the questionnaires, face-to-face interview and focus group interviews to collect data. Questionnaires were distrib

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Lundie, Samuel. "Ondersoek na uitkomsgebaseerde assessering in Suid-Afrikaanse skole / deur Samuel Lundie." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4754.

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The implementation of outcomes-based education (OBE) in South African schools brought radical changes to the teaching profession. The transition to an OBE curriculum exerted a great impact on teachers' assessment practices and required a major revision of teaching and learning activities. Outcomes-based assessment (OBA) does not only require of teachers to design appropriate assessment plans, assessment programmes and assessment strategies, but it also implies that learners should be provided with expanded and 89Propriate opportunities to achieve in accordance with their abilities. Thus, it

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Naicker, Sigamonev Manicka. "An investigation into the implementation of outcomes based education in the Western Cape province." University of the Western Cape, 2000. http://hdl.handle.net/11394/8440.

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Doctor Educationis<br>The aim of this research was to establish how successfully schools in the foundation phase (Grades 1 and 2), where training and implementation of OBE has been completed, were able to reach the goals of OBE. As part of the broader goal, this investigation attempted to clarify whether the inclusionary approach of OBE was working in primary schools in the foundation phase based on its central premise that all students can learn and succeed, but not on the same day and in the same way. More specifically, this investigation attempted to establish: (i) How successfully had the

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9

Critien, Candice. "The implementation of Outcomes-Based Education (OBE) in Grade 8 Natural Science classrooms in the Western Cape." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11908.

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Includes abstract.<br>Includes bibliographical references (leaves 169-177).<br>The present study aimed to monitor the extent to which educators implement an outcomes-based environment in Grade 8 Natural Science classrooms in the Western Cape. The results from the current study in the Western Cape were compared to those collected in a matching study done by Aldridge, Laugksch, Seopa and Fraser (2006) in the Limpopo Province. The comparison is essential as it provides a general impression of the extent to which educators implement an outcomes-based learning environment in South Africa. This stud

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Ramukumba, Mokholelana Margaret. "The role of beliefs, conceptualisations and experiences of OBE in teaching practice." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5378.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.<br>Bibliography<br>The implementation of OBE has significant implications for teachers’ work; adopting an OBE approach entails reconstruction of professional knowledge and a redefinition of planning procedures, teaching approaches and assessment practices. A teacher attempting to make sense of OBE, learning outcomes, assessment standards, band levels, NQF, etc. will inevitably bring his/her worldviews, past experiences and beliefs into the process of teaching and learning, and would also need to engage with new concepts

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Nyamane, Lawrence Laudonn. "Multicultural diversity and OBE practices : a case study of the Harrismith region / Lawrence Laudonn Nyamane." Thesis, North-West University, 2011. http://hdl.handle.net/10394/10342.

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The crucial issue in the new democratic South Africa was to change the type of education system that was based on social discrimination to one which is non- discriminatory, unbiased and accessible to all South Africans. However, to teach in a multicultural society and being faced with the challenge of teaching multicultural diverse classes, within an OBE paradigm, demands special knowledge, skills and attributes of teachers. Therefore, this study intended to investigate teachers’ OBE practices in multicultural classrooms in order to determine the strengths and weaknesses that could be useful f

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Naicker, Sigamoney Manicka. "An investigation into the implementation of outcomes based education in the Western Cape Province." Thesis, University of the Western Cape, 2000. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5229_1181560156.

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Warnich, Pieter Gabriël. "Uitkomsgebaseerde assessering van geskiedenis in graad 10 / Pieter Gabriël Warnich." Thesis, North-West University, 2008. http://hdl.handle.net/10394/1601.

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In 2006, Outcomes Based Education (OBE) was introduced into Grade 10 (as part of the FET band) for the first time. For the Grade 10 History teacher, this new teaching approach implied modified assessment practices, setting new demands and challenges. It brought about an adjusted assessment strategy through which the focus of formal assessment was shifted to an interactive and learner-centred approach of "doing" History rather than "facts" simply being assessed. Whether outcome based assessment (OBA) is executed meaningfully, is determined by the Grade 10 History teacher's ability to develop le

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Mtetwa, Albert Charles. "Has it happened in Mpumalanga? An evaluation of the implementation of Curriculum 2005." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-03042004-141957/.

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Naong, M. N. "Overcoming challenges of the new curriculum statement - a progress report." Interim : Interdisciplinary Journal, Vol 7, Issue 2: Central University of Technology Free State Bloemfontein, 2008. http://hdl.handle.net/11462/394.

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Published Article<br>With the dawn of the new curriculum in this country, namely, Curriculum 2005 (C2005) in 1997, and the Revised National Curriculum Statement (RNCS) in 2002, which are the two major curriculum policy developments in South Africa (Ramsuran & Malcolm, 2006:515), it invited an assortment of reactions from the entire education fraternity. The most obvious and extensive critique of the curriculum was that of the Report of the Ministerial Review Committee, which was established to review it in 2000. The approach adopted in this study is to encompass both processes of initial intro

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Abel, Lydia. "Teacher Development Mediation: A Cognition-based Reconsideration." University of the Western Cape, 1997. http://hdl.handle.net/11394/8320.

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Philosophiae Doctor - PhD<br>The research was prompted by two main issues prevalent in South African education in the last decade. These were particularly the critical state of the schooling system, especially in the educationally disadvantaged schools (mainly ex-Department of Education and Training) and the relationship of the teacher to teaching and the related issue of teacher upgrading. The resultant effect was that the educationally disadvantaged communities became more and more disadvantaged over time because of decreasing mental stimulation and mental development. The answer lay in find

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Barros, Maria Licínia da Costa. "Educação Baseada em Resultados: proposta de um modelo para formação pós-graduada." Master's thesis, [s.n.], 2010. http://hdl.handle.net/10284/1588.

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Dissertação de Mestrado apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Engenharia Informática, ramo de Sistemas de Informação e Multimédia<br>O processo de Bolonha representa um forte desejo dos países participantes de desenvolver reformas nos sistemas de ensino e compromete-os a criar «a mais competitiva e dinâmica economia baseada em conhecimento do mundo», Procura também reforçar a atractividade e a competitividade das instituições de Ensino Superior na Europa através da criação do Espaço Europeu do Ensino Superior (EEES). Este t

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Friedrich-Nel, H. S., Jager L. De, and M. M. Nel. "An assessment model in outcomes-based education and training (OBET) for Health Sciences and Technology in South Africa." Interim : Interdisciplinary Journal, Vol 4, Issue 1: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/425.

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Published Article<br>The study addresses a concern in higher education and specifically in Health Sciences and Technology regarding integrated and authentic assessment with an outcomes-based approach. From the information generated, an assessment model is proposed for application in Health Sciences and Technology. By applying the Delphi technique, a validated assessment model is presented for assessment in outcomes-based education and training in Health Sciences and Technology. The process and product of the research should add value to the assessment of learning in the outcomes-based approach

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Kornelson, Andrea F. "A qualitative study of the process and outcomes of a school-based adventure education/therapy program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/MQ46261.pdf.

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van, Louw Trevor John Arthur. "Koloniale en post-koloniale onderwys in Suid-Afrika en die erkenning van diversiteit as teenvoeter vir diskriminerende praktyke in skole." University of the Western Cape, 2002. http://hdl.handle.net/11394/8482.

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Philosophiae Doctor - PhD<br>This thesis examines the way in which the recognition of diversity can be applied as a strategy in South African education to erode the bitter legacy of colonial education. The establishment of formal education, built on a western foundation, was set up against a background of colonisation as a process aimed at political subjugation and economic exploitation. It is especially how education was utilised as a tool of colonisation in order to facilitate the above-mentioned subjugation and exploitation through a process of cultural subjugation that will be placed under

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Roos, Jaco-Ben. "Stadsleer 'n skool in die Pretoria middestad /." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-05282004-085111.

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Coe, Karen Lee. "The process of lesson study as a strategy for the development of teaching in primary schools : a case study in the Western Cape Province, South Africa." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/3984.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: The purpose of this qualitative research study was to determine the value that a group of teachers in South Africa would place on the process of lesson study as a model for their own learning and instructional improvement. A qualitative case study approach through an action research design was the methodology employed for this research. Participants in this 18-month study experienced three complete cycles and a fourth partially completed cycle of lesson study. The setting in South Africa offers a uni

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Hansen, Jorgen Kristian. "The teaching of English in grade 8 in an OBE approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6688.

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Thesis (PhD)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: Towards the close of the last century, a new curriculum was introduced in South Africa: Curriculum 2005. This outcomes-based curriculum (OBE) was a radical break with previous education policy: it aimed at eliminating discrimination and encouraging independent learning. This new curriculum, however, left teachers uncertain and confused largely because the in-service training provided did not provide clear direction. This study first describes the attempt by an English teacher to explore the theoretical base of the new cu

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Van, Renen Charles Gerard. "Reader-response approaches to literature teaching in a South African OBE environment." Thesis, University of Port Elizabeth, 2003. http://hdl.handle.net/10948/297.

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This research is based on the hypothesis that response-based approaches to teaching literature and an outcomes-based system of education (OBE) are conceptually incompatible. This thesis claims that reader response involves processes that cannot be accommodated pedagogically within a system based on pre-determined outcomes. Furthermore, the kind of assessment prescribed by OBE is inappropriate to the nature of reader response. The hypothesis is based on three main premises. The first is that each reader brings a highly individual and complex set of personal schemata to the reading of imaginativ

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Jenkins, Timothy Edward. "Adult learning outcomes based on course delivery methodology." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2853.

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This study compared student satisfaction and academic performance in online and face-to-face classes. 105 ITT Technical Institute students who were simultaneously enrolled in one online course and two on-campus courses were surveyed and interviewed. Factors examined included student to instructor communication, student to student interaction, content selection for online courses and course management for online courses. Sixty-four percent of the students did not pass their online courses and expressed dissatisfaction with the learning process. Course components and processes that could be impr

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Slamat, Jerome Albert. "Teachers, assessment and outcomes-based education: a philosophical enquiry." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1131.

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Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2009<br>ENGLISH ABSTRACT: The core question that is addressed in this dissertation is: “How can we think differently about education in order to transcend the predicament that outcomes-based assessment poses for teachers and the practice of teaching?” This question is addressed against the background of my own narrative and experience in education in South Africa and in dialogue with the ideas of a number of contemporary philosophers. I assume an internal link between the outcomes-based discourse and its attendant assessment

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Longobardi, Paul. "Religious education: Outcomes-based integration across the primary curriculum." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/735.

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This study shows that the integrity of curriculum in Catholic Schools can be demonstrated through an integrated curriculum, with Religious Education (R.E.) as the primary focus, centre point and generator of learning experiences across all subjects or Key Learning Areas (K.L.As). The contemporary, Catholic nature of curriculum is able to be developed via an outcomes-based approach that integrates R.E. with other Key Learning Areas. The "Integrated Religious Education Outcomes Approach" represents a personal belief of the author, developed as a classroom teacher in five Catholic schools and a m

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Mbanjwa, Sibonelo Glenton. "The use of environmental education learning support materials in OBE the: case of the Creative Solutions to Waste project." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003697.

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The Creative Solutions to Waste Project (CSW) is a local environmental education project, involving five Grahamstown schools, the local municipality; community members and the Rhodes University Environmental Education Unit, where I worked at the time this study was undertaken. In this research I explore the use of environmental education learning support materials (LSM) in Outcomes Based Education (OBE). I have employed a participatory action research approach informed by critical theory in this case study of the Creative Solutions to Waste project (CSW). The research focused on the ‘Waste Edu

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Du, Preez Petro. "Facilitating human rights values across outcomes-based education and Waldorf education curricula." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50351.

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Thesis (MEd)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: The facilitation of human rights values might be considered a means to rethink and redefine values education in South Africa. This study aimed at determining how human rights values were addressed in the context of independent Waldorf Education and government initiated outcomes-based education in South Africa, and how educators facilitated these values in various circumstances. In exploring the philosophies, theories and practices of these education models against the background of paradigmatic and post-paradigmatic ph

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Velupillai, Vasanthy. "An investigation into how mathematics educators teach the outcomes-based curriculum." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-02152007-105629.

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Pearce, Catherine Rebecca. "Implementation of an outcomes focused approach to education: a case study." Thesis, Pearce, Catherine Rebecca (2008) Implementation of an outcomes focused approach to education: a case study. Masters by Research thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/250/.

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Outcomes focused education is an educational reform movement that has influenced many countries, including Australia, in recent years. In this study the case of one primary school in Western Australia is examined. The study explores how this single school has implemented an outcomes approach within the context of large-scale jurisdictional change. The research design utilises the qualitative approaches of ethnography and phenomenology to develop a layered case study with the basic unit of analysis being the school site. A number of richly informative case studies, from within this single

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Pearce, Catherine Rebecca. "Implementation of an outcomes focused approach to education : a case study /." Pearce, Catherine Rebecca (2008) Implementation of an outcomes focused approach to education: a case study. Masters by Research thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/250/.

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Outcomes focused education is an educational reform movement that has influenced many countries, including Australia, in recent years. In this study the case of one primary school in Western Australia is examined. The study explores how this single school has implemented an outcomes approach within the context of large-scale jurisdictional change. The research design utilises the qualitative approaches of ethnography and phenomenology to develop a layered case study with the basic unit of analysis being the school site. A number of richly informative case studies, from within this single s

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Bishop, Dwight A. "Met Expectations’ Impact on Student Outcomes in Web Based Courses." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1151825099.

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McIntyre, Christina C. "Outcomes of Standards-based Portfolios for Elementary Teacher Candidates." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/ece_diss/5.

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Outcomes of Standards-based Portfolios for Elementary Teacher Candidates by Christie McIntyre Documentation of outcomes associated with teacher education portfolios and the quality of the reflections contained within the portfolios is sparse. This collective case study (Stake, 1995) of six teacher candidates enrolled in an elementary teacher education program at a large mid-western university explores the outcomes of developing a portfolio based on state standards. The first question of this study focuses on the outcomes of the portfolio process for the teacher candidate; the

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Stockwell, Rowena M. "The politics of policy : outcomes based education in Queensland / Rowena M. Stockwell." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18448.pdf.

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Bester, Marianne. "An outcomes-based training model for textile technologists." Thesis, Cape Technikon, 2004. http://hdl.handle.net/20.500.11838/1911.

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Thesis (MTech (Education))--Cape Technikon, Cape Town, 2004<br>The textile industry in South Africa is regarded as a labour intensive industry with high capital investment. Presently, the textile industry is facing the impact that globalisation will have on the local industry, which emphasises the importance of training and development in the face of decreasing levels of human resources. These decreasing levels of employment will result in the loss of highly technical expertise with no replacement source in the labour market, unless textile technologists are educated to compensate

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Van, Niekerk Johannes Frederick. "Establishing an information security culture in organizations : an outcomes based education approach." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/164.

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Information security is crucial to the continuous well-being of modern orga- nizations. Humans play a signfiicant role in the processes needed to secure an organization's information resources. Without an adequate level of user co-operation and knowledge, many security techniques are liable to be misused or misinterpreted by users. This may result in an adequate security measure becoming inadequate. It is therefor necessary to educate the orga- nization's employees regarding information security and also to establish a corporate sub-culture of information security in the organization, which wi

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Ng, Yuk-ling, and 伍玉玲. "An evidence-based education program to promote health outcomes in asthmatic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48335988.

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Asthma is a common chronic disease for children and is a leading cause for their hospitalization. Despite its negative health impact, a local survey has shown that children with asthma as well as their parents have a lack of understanding for asthma management (Wong, Wong, Chung & Lau, 2001). However, to help asthmatic children to better cope with their condition, it is important for health care professional such as nurses to enhance their knowledge in asthma management. Recent empirical research has shown that education promoting knowledge of asthma management can improve health outcomes in

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Van, Belkum Corrien. "A process of quality improvement for outcomes-based critical care nursing education." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52125.

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Dissertation (PhD) -- University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: A thoughtfully planned learning program provides a blueprint for critical care nursing and gives direction to theory and clinical practice. The design of a learning program for critical care nursing that is adaptive, learner focussed and integrated, helps nurses acquire the necessary competencies (knowledge, technical skills and attitudes/values) needed for critical thinking. It also enables critical care nurses to grow professionally and to develop expertise in critical care nursing. Outcomes-based education h

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Fina, Nicholas J. "Defining the Community-based Education Alliance outcomes, values, purposes, and operating model /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 178 p, 2009. http://proquest.umi.com/pqdweb?did=1824925441&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Rhodes, B. D. (Bernard David). "Value and belief systems in outcomes based education in a diverse school environment." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53710.

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Thesis (PhD)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: The introduction of Outcomes Based Education in the South African school system brought about a new approach to education. The existing system of a multitude of subjects was replaced by a curriculum with eight learning areas. In this curriculum the focus is on attitudes, skills and values which replaced a content based approach with a process-based approach. Educators thereby became facilitators in the educational process. With the barriers of segregation removed in the South African society the diversity of the popula

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Koehler, Kourtney. "School Based Restorative Justice: Philosophical Alignment and Discipline Outcomes." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1597091092116773.

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au, classicflora@aapt net, and Catherine Rebecca Pearce. "Implementation of an Outcomes Focused Approach to Education: A Case Study." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080911.114438.

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Outcomes focused education is an educational reform movement that has influenced many countries, including Australia, in recent years. In this study the case of one primary school in Western Australia is examined. The study explores how this single school has implemented an outcomes approach within the context of large-scale jurisdictional change. The research design utilises the qualitative approaches of ethnography and phenomenology to develop a layered case study with the basic unit of analysis being the school site. A number of richly informative case studies, from within this single sit

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Eweni, Beatrice Obiageli. "Performance Outcomes of Nurses Based Upon Nursing Students'Classroom Expereinces." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3766.

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Schools of nursing educators are faced with redesigning nursing education to meet the complexity of implementing communication and patient- centered care to improve patient safety. This qualitative case study addressed the problem that teaching communication and patient- centered care were not threaded throughout curriculum, which left many new graduates nurses unprepared. The purpose of this study was to understand classroom experiences of new graduate nurses to meet performance outcomes. The research questions focused on understanding the classroom experiences of new graduates' of a nursing

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Mokhaba, Mmori Benjamin. "Outcomes-based education in South Africa since 1994 policy objectives and implementation complexities /." Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09212005-143124.

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Booi, Kwanele. "The implications of the introduction of outcomes based education in the natural sciences curriculum at Cape College of Education: the assessment of perceptions of squatter camp teachers in Khayelitsha towards the outcomes based education." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003451.

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1. This pilot study is a survey of practices of natural sciences educators at Cape College of Education to establish if they reflect the conceptual development, development of skills, change of attitudes and values that are the pillars of the Outcomes Based Education (OBE). Their approaches of lecturing have been assessed to determine if they incorporate investigative approaches based on social constructivism, the theory underpinning Curriculum 2005. The status of science education in the college has been analyzed to establish whether the curriculum can adapt itself to the specifications of th

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Kemptner, Daniel [Verfasser]. "Education, Health Risks, and Economic Outcomes : Essays Based on Micro Data / Daniel Kemptner." Berlin : Freie Universität Berlin, 2013. http://d-nb.info/1037109856/34.

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Fakier, M. (Mursheed). "A philosophical study of structural and conceptual trends underlying the development of outcomes-based education." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52121.

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Thesis (MEd) -- University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: This study looks at the structural and conceptual trends underlying the development of outcomes-based education. Part of the democratisation process of South African education involves the introduction of a system of outcomes-based education (OBE) in South African schools. Proponents of OBE claim that it constitutes a radical break from the previous apartheid education system. For this reason OBE is viewed as a transformational perspective on the curriculum. Viewed against this backdrop OBE strives to guarantee succe

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Ramoroka, Noko Jones. "Educators' understanding of the premises underpinning outcomes-based education and its impact on their classroom assessment practices." Diss., 2007. http://hdl.handle.net/2263/23799.

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This investigation focused on educators’ understanding of Outcomes-based Education (OBE) and the impact it has had on their classroom assessment practices. As assessment practices may not be separated from instructional practices, educators’ opinions were probed on their classroom practices in general (i.e. instructional and assessment practices). Educators are the major role players towards successful implementation of OBE; as such their understanding of OBE is important. It has been about nine (9) years since OBE was phased in, in the South African Education system. Educators have undergone

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Giessen-Hood, Christina. "Teacher'sattitudes towards the implementation of outcomes based education (OBE) in South Africa." Thesis, 2014.

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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 cou

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