Abstract
This study aimed to explore the development and experiences of teachers in the
implementation of OBE in Mutale Educational District of Limpopo province. In
order to achieve this goal, a thorough literature review was conducted and selected
Teachers from schools located in the district, Education Specialists and Curriculum
Advisors were also interviewed. Informed by the findings and literature, this study
argues that school-based model of teacher development, where teachers are partners
in their development, is the most suitable in the current curriculum transformation
agenda in South Africa. It further alludes to the fact that teacher development would
lead to effective curriculum implementation and by extension lead to effective
learning in the schools.
Dr. M.C. Loggerenberg