A philosophical study of structural and conceptual trends underlying the development of outcomes-based education

[摘要] ENGLISH ABSTRACT:This study looks at the structural and conceptual trends underlying the development ofoutcomes-based education.Part of the democratisation process of South African education involves the introduction of asystem of outcomes-based education (OBE) in South African schools. Proponents of OBEclaim that it constitutes a radical break from the previous apartheid education system. For thisreason OBE is viewed as a transformational perspective on the curriculum. Viewed againstthis backdrop OBE strives to guarantee success for all learners; to empower learners in alearner-centred environment thus creating a critical, investigative, creative, problem-solving,communicative future-orientated citizen (Department of Education 1997:10).However, after doing an analysis and an interpretation of the White Paper on Education andTraining (1996), it appears as if OBE with its fixed outcomes has a tendency to manipulateand control learners. The analysis shows that OBE stifles learners' critical, investigative,creative and problem-solving ability.The study also reveals that as a result of globalisation there is a global discourse onknowledge production which assumes that unless our system of education conforms with thisglobal reality, our education could be considered as being of an inferior quality.The findings of the research suggest that OBE with its fixed outcomes cannot engendertransformation on its own. Rational reflection, creativity and imagination need to beimbedded in practices of teaching and learning. By doing this, OBE could offertransformative opportunities for school communities at large.

[发布机构] Stellenbosch University