Abstract
M.Ed.
This research is part of the basics for many of the current reforms in education. It is therefore important that such developments are encouraged at all centres of learning in order to sustain Curriculum 2005. Curriculum 2005 advocates for a shift from the content-oriented approach to the one based on outcomes. This outcomes-based education (OBE) aims at empowering the learners with knowledge, competence and orientation necessary for life after completing school. The introduction of the approach based on outcomes further opens up new vistas of research for educationists. In this research, an attempt is made to alert the educational stakeholders to the need of constructivist thinking and practices for quality secondary school education. The study is explored through the combination of individual interviews, focus group interviews and participant observation. The study sought to empower the participants of a learning community who are interdependent and connected in their learning and work to sustain the outcomes-based education (OBE) through constructivism. The setting of the study is in the informal settlement with its highly congested homes that make it impossible for the learners to study. Lack of parental involvement in educational matters leaves the educator solely responsible for the education of the learners. Each educator, being aware of the sociological factors that impact in a negative manner on the schooling, is expected to put his/her shoulder to the wheel and empower each learner with the opportunity to be a constructor of knowledge through:
Active participation,
Sharing knowledge,
Experiences,
Asking questions.