n South African Journal of Higher Education - Recontextualising outcomes-based education for teacher education

Volume 14, Issue 3
  • ISSN : 1011-3487



South Africa has embarked on educational reforms that are based on the concept of Outcomes Based Education (OBE). These reforms have introduced a `'new language" into the discourse about South African education that have to a large extent alienated and disempowered teachers who were not familiar with this new way of describing their work. Partly because of this feeling of disempowerment, many educators were not enthusiastic about OBE. The authors of this article believe that OBE does embody principles that can benefit both learners and teachers, that it can work in South Africa and that some of the confusion surrounding OBE can be removed by recontextualising several of its basic principles. The article attempts to resolve a common concern about the implementation of OBE, namely, the way in which outcomes can/should be written and interpreted

Loading full text...

Full text loading...


Article metrics loading...


This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error