Abstract
M.A.
Outcome-based education represents a new approach to education and training that includes an educational system of lifelong learner-centered education. The blueprint in which this approach is expounded, a document entitled Curriculum 2005, soon reveals that this approach is aimed at outcomes that, in turn, determine which skills a learner ought to acquire and hone. Thanks to the fact that all the foregoing facets are included and furthered by the said new approach, the marked difference in terms of previous approaches to education and training between academic and applied knowledge, between theory and practice and between knowledge and skills is now, to all intents and purposes, being abolished. The importance of language not only in the learning area Language, communication and literacy but also of language across the curriculum, is freshly emphasised by the outcome-based approach to education and training. In terms of this approach, language is deemed to be the primary condition for the individual's total development, as each learner's self-actualisation and thoughts are realised through language. In addition, in terms of this approach, command of language is of the utmost importance for intercurricular academic mastering in the course of the learning and teaching process. Language may, therefore, be deemed to be the tool with which the individual arranges, structures and constitutes his or her world. In the light of the fact that the "language learning situation" will, in terms of the outcome-based education approach, be presented in an integrated manner, the communicative and social nature of language must be placed at the hub of education. The process whereby a construction is placed on something hinges upon the meaningful use of language. According to this approach, the emphasis must, therefore, fall on the learners, so that they could become actively involved in gathering and interpreting information. The value of literature in its capacity as a medium of education should never be underestimated. Literature education could contribute to the optimum development of learners in preparing them for all facets of adultness in a multicultural society. Fullfledged adultness, however, also implies social commitment and subservience, not only to a certain cultural community, but also to a general multicultural public. The use of literature and literary texts could place learners in other population groups' positions and worlds and could thus engender empathy for and sensitivity to others. Learners are also exposed to a variety of contexts at different levels, so that they may practise effectively to use language. Additionally, interaction with a wide variety of authentic texts from newspapers, magazines, literary texts and other sources exposes learners to the various ways in which language may be used in different situations. The furtherance of multilingualism must be one of the main principles in the lifelong learning process, so that all learners could be afforded an opportunity to develop into fullfledged South African citizens. Learners must, above all, be taught in our multicultural country and also in international context to attach value to their mother tongue, culture and literacy, and to appreciate other languages and cultures. Knowledge is gained in the context of concepts, skills and attitudes. The essence of outcome-based education is the application of knowledge and skills in educational and learning situations that really matter, such as those in terms of which a meaningful contribution could be made to the development and upliftment of society.