Abstract
D.Ed.
The aim of this study is to investigate the extent to which secondary school
educators are coping with the implementation of outcomes-based education (OBE). This
will be done by conducting research in secondary schools in the Richards Bay Circuit.
Through this research, the aim of this study is to provide guiding principles for
implementing OBE through investigation and analysis of classroom practices of grade
9 educators by using lesson observations, educator journals, learner portfolios and
interviews with relevant school management members.
Ever since outcomes-based education (OBE) was first introduced in grade one in 1998,
it has been fraught with controversy. Initially, there was a lot of debate about
introducing a system of education that has failed in other leading countries of the
world. However, the Department of Education has remained firm in its decision that
outcomes-based education is the ideal system of education to put in place in South
Africa, given the historical background of education in this country. They feel that
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it can adequately redress the imbalances of the past and develop citizens who are
highly skilled and marketable.
As outcomes-based education was slowly phased into primary schools, educators began
to come to grips with this system and implementation was made easier. Another area
of implementation that has received a lot of attention is the implementation of OBE
in grade seven in the senior phase. Many educators and educational critics felt that
isolating one grade for implementation interrupted the pattern of normal schooling. This
meant that in 2000, OBE was implemented for the first time in grades three and
seven. However, due to the support that was given to grade seven educators by
foundation phase educators, they were able to partially overcome initial difficulties.
One of the greatest challenges facing officials from the Department of Education was
introducing OBE to secondary schools. Educators from secondary schools were in the
past not directly involved in implementing OBE in their schools. In 2001, when OBE
was introduced to secondary schools, educators were faced with similar uncertainties
and confusion as grade one educators in 1998. Educators were finding that their
learners knew more about OBE than they did because they had encountered it in
grade seven in 2000. They were faced with administrative changes and restructuring
of the school curriculum. As with any process of change, there is fear, denial,
unacceptance, negative criticism and outright rejection.
It is against this backdrop of OBE implementation that the researcher has developed
an interest in this area. The researcher has previously conducted research into training
in the foundation phase and has concluded that educators experience difficulties due
to the lack of adequate training and various other contextual factors. As an OBE
facilitator for the senior phase (1999 - 2001), the researcher has encountered a similar
situation as experienced by foundation phase and grade seven educators.
During facilitation, some of the observations made by the researcher include : educators
from different schools are implementing OBE at varying levels , educators are confused
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because they do not have clear guidelines or a step by step process of implementing
OBE. After voluntarily visiting a few rural and urban schools in order to assist them
with implementation, the researcher noticed that vast discrepancies exist between the
theory presented in workshops, that the researcher has facilitated and the actual
implementation in schools. Many schools have unique contexts and OBE has to be
adapted to suit these contexts.
Based on these observations, the researcher consulted with the Superintendent of
Education Management (SEM) of the Richards Bay Circuit about problems experienced
by educators with OBE implementation in secondary schools. He has acknowledged the
need for further investigation and supported the proposal to investigate how educators
are coping with implementation of OBE in secondary schools. He has also recognised
the need for checks and balances to be put in place for effective implementation to
take place.
The fact that both educators and schools are experiencing problems with OBE
implementation indicate that there is a problem that needs investigating. The
researcher's interest in this field is motivated by two reasons. Firstly, the researcher
feels that there is a need for research to be conducted in the Empangeni Region
of Kwazulu-Natal due to the geographical extent of the region; its vast rural
population and the lack of research in this field. Secondly, the researcher has a
genuine interest in providing assistance to both the Department of Education and
educators with practical guidelines for implementing OBE in secondary schools.
Overcoming the initial hurdles of implementing any. new system is integral to the
success of the entire approach. The researcher is of the opinion that educators are
the most important factor in the success of implementing OBE in schools across
South Africa. A motivated, resourceful and committed educator can overcome many
of the obstacles facing schools, learners and the education system in general. Therefore,
the researcher feels that assisting educators with problems and difficulties that they
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may have with implementation of OBE will actually ensure the future success of OBE
in the education system of South Africa.