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By J. Jansen, P. Christie

The advent of Outcomes-based schooling (OBE) is the main debatable reform within the historical past of South African schooling. It is going correct to the center of the continued technique of remodeling this kingdom right into a democracy and laying off the legacy of apartheid. altering Curriculum is a severe research of OBE, its strength to prevail and its inherent implications for the schooling process. It fills that very important house mendacity among the notion of the procedure and its implementation. Key gains: presents serious and wide-ranging analyses of OBE. Combines theoretical paintings and box study. Contextualises the South African debate when it comes to broader highbrow pursuits in schooling. comprises enter by means of academics, academics, govt officers, curriculum theorists and policymakers. It constructs a much-needed discussion among quite a few avid gamers within the schooling box. altering Curriculum is the 1st in-depth scholarly paintings on OBE in South Africa, tracing the results of OBE for instructing and studying in several academic contexts. marketplace: All educators around the academic spectrum. In-service and pre-service academics; teachers; Curriculum advisors; Policymakers

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Credits and qualifications are easily transferable from one learning situation to another. The notion of ease of transfer from one learning context to another implicit in seamless learning is perhaps the most appealing feature of the radical discourse of OBET, but it also represents its most problematic feature. The next section will raise some of OBET's limitations. A CRITIQUE OF OBET In most critical accounts of OBET written in South Africa, there are usually three fundamental flaws which are highlighted.

The content of the knowledge produced and disseminated is insufficiently responsive to the problems and needs of society. 4 There is a lack of regulatory frameworks because of the long history of organisationaland administrativefragmentation and weak accountability. 4 The fragmentation and inefficiency of the current system must be replaced by a strong emphasis on co-operation and partnerships between higher education and society with the development of mechanisms and structures capable of steering the system in accordance with national needs.

More specifically, this has entailed the advocacy of a single national qualifications framework to replace the highly difkrentiated and divisive qualificationsstructures which characterise the current period and which act to accentuate existing social inequality and inhibit lifelong learning. Factors in the evolution of a systemic reform logic Two factors have played a dominant role in the rise world-wide of a 'systemic' discourse on ET. It has been accompanied by another external pressure: rnassification.

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