Die toepasbaarheid van kurrikulum 2005 as 'n uitkomsgerigte onderwysmodel in Vrystaatse primêre skole: 'n kurrikulumteoretiese perspektief

[摘要] English: The introduction of Curriculum 2005 as an outcomes-based education model for compulsoryschool education in South Africa by the former national Minister of Education on 24 March 1997was characterised by a violent reaction in the news media. South African critics immediatelymade use of international critique against outcomes-based education to strengthen their caseagainst the implementation of Curriculum 2005. This unease regarding Curriculum 2005 andthe fact that the decision to implement the curriculum was made before any researchconcerning its feasibility in South African schools or any pilot projects had been launched,naturally contributed to this reaction by critics. In the light of these circumstances the decisionwas taken to undertake such a feasibility study. With a view to this an effort was firstly madeto establish a curriculum theoretical perspective regarding Curriculum 2005 as an outcomesbasededucation model by means of a literature study. In the second place a qualitativeresearch study as regard the problems concerning the implementation of Curriculum 2005 inFree State primary schools was undertaken. The literature study which was undertaken, concentrates on the following aspects:�?An investigation into curriculum theory, the field of Curriculum Studies and the processof curriculum development.�?Realities and initiatives with regard to Curriculum 2005 as an outcomes-basededucation model for compulsory school education in South African schools.a The foundations, problems, ideals and implications of outcomes-based education ingeneral... The extent to which Curriculum 2005 and outcomes-based education in general can beaccounted for by means of a curriculum theoretical perspective.The introduction to curriculum theory supplies a perspective regarding the term curriculum, thefield and the most important foundations of Curriculum Studies, the functions of curriculumtheory and the relation between curriculum theory and practice. This introduction also providesthe basis for a literature study concerning the process of curriculum development. As far ascurriculum development is concerned, existing models, approaches and principles in this regardare identified and investigated. The components of the process of curriculum development,namely curriculum design, the dissemination of information, the implementation and evaluationof a curriculum ultimately serve as the framework according to which the process isinvestigated further. As far as each of the above-mentioned components is concerned, existingmodels, perspectives and principles are once again identified and investigated. As far ascurriculum design is concerned, a situation analysis, the formulation of aims, the selection and ordering of learning content and learning opportunities, as well as the assessment of learnersare named as components and these furthermore serve as a framework for an investigationinto the process of curriculum design.Before a curriculum theoretical perspective as regards Curriculum 2005 is possible, it is,however, necessary to take a closer look at the new curriculum and the related NationalQualifications Framework (NQF). With a view to this, an investigation is undertaken concerningthe structure, components, characteristics and principles with regard to the above-mentionedtwo entities, while reference is repeatedly made to curriculum theoretical aspects which wereaddressed previously. However, since Curriculum 2005 is an outcomes-based educationmodel, outcomes-based education in general is subsequently investigated by referring to itsorigin, characteristics, predecessors and key elements. Eventually these key elements arereorganised to fit into the above-mentioned framework for curriculum development (whichincludes curriculum design). In this way it is therefore possible to investigate and evaluateoutcomes-based education in general and, more specifically, Curriculum 2005 in order todetermine to which extent is can be accounted for curriculum theoretically. By means of 64 open to semi-structured interviews with 78 stakeholders - which includedteachers for the foundation phase, principals, vice-principals, senior teaching officials, learningfacilitators, lecturers, researchers, consultants and officials of non-government organisationsand teachers' unions - 24 problems areas and nine areas of success with regard to theimplementation of Curriculum 2005 in Grade 1 classes during 1998 were identified.Subsequently these research results are interpreted in an inductive manner together with theresults of the literature study. This takes place by also closely considering the prerequisitesfor the successful implementation of Curriculum 2005 which had been identified by means ofthe above-mentioned preceding literature study and expressed in the form of four widelyformulated research questions.Based on this interpretation the final conclusion is eventually reached, namely that Curriculum2005 as an outcomes-based education model in Free State primary schools shows limitedfeasibility. This limited feasibility can, however, be improved by taking into account a numberof negative factors and by purposefully addressing them. Thereafter a number ofrecommendations as regards the design, dissemination, implementation and evaluation ofCurriculum 2005 are made. These recommendations are directed at policy-makers anddecision-makers at national, provincial and school level, as well as at those involved with theinitial training of teachers and those involved with organisations which render services in theFree State.

[发布机构] University of the Free State