Uitkomsgebaseerde onderwys : 'n raamwerk vir die optimalisering van diverse leerders se kognitiewe potensiaal

[摘要] ENGLISH ABSTRACT:South-Africa is presently in a process of transformation towards the provision of qualityeducation for all. There prevails an aim of equal education to all learners. A vision of lifelonglearning was formulated on a national level so that all parties concerned can contributetowards an equal education. All parties concerned, including educators, have the learner asthe central figure. The meaning of the word learner should be thought over by alleducators, especially seen against the background of the national vision that sets inclusiveand cognitive education as a priority. The educator's task now includes learners with specialeducational needs.The insights generated in this study reveals that educaters, at this moment, are notempowered to maximised and develop the cognitive potential of the diverse learner. Theworking method of schools (especially educators) should be of such a nature that all learner'scognitive, emotional, psycho-motorical and intellectual abilities should be maximised anddeveloped. Outcomes-Based Education (OBE) as an educational approach have theoreticaland philosophical assumptions which makes it appropriate for implementing cognitive andinclusive education. This qualitative study review literature and explores the world of theeducator to generate insights to construct a framework to help educators to understand therelationship between OBE, Curriculum 2005 and cognitive education within an InclusiveFramework. Life-long learning and applied learning do not focus primarily on thereproduction of facts and knowledge, it aims to construct knowledge through a variety ofstudy, learning and thinking strategies. Each learner has inherent potential and the ability tobe successful in spite of his/her needs. The focus shifts to the learners strengths in order toguide and develop their potential and abilities.To establish a culture of teaching and learning in our schools reaches further than concernsabout large classes and undisciplined learners. Except experience, educators need a frame ofreference to work with a variety of learners stemming from different sosio-economicbackgrounds, each with his/her own learningstyle and information processing abilities. In theworkplace educators should use a meta-theoretical approach, consisting of a variety oflearning, thinking and teaching strategies to benefit the diverse learner. A collective energyis needed in the establishment of an educational culture that is tolerant towards diversethoughts, values, attitudes and practises. To build that culture, it is very important for eacheducator to have a conceptual and theoretical framework of OBE, C200S and cognitiveeducation.This study aims to provide a framework for educators to work in schools to the benefit ofdiverse learners.

[发布机构] Stellenbosch University