Two sets of key questions frame the discussions on the introduction of an outcomes-based curriculum into the Further Education and Training (FET) band.
The first set consists of questions that enquire about the design features of the curriculum, the process by which it is being developed and the plans for implementing it. The second set focuses on the consequences of the planned implementation timelines for the Grade 10 cohorts of 2003.
The following issues arise from the first set of questions: is the FET curriculum based on the design features of the revised National Curriculum Statement (NCS) for grades R to 9 (C2005) or the earlier version? When will the NCS for the FET be ready? Has FET learnt anything from the review of C2005 in General Education and Training (GET) regarding implementation? These are legitimate questions that require responsible answers.
The responses to these questions should be located in the historical context of curriculum reform since 1994. Firstly, it should be remembered that in 2000 the Minister of Education, Kader Asmal, instituted a review of C2005. This review reported an overwhelming support for outcomes-based education (OBE), while pointing out limitations relating to the design of the curriculum and the way it was being implemented. This process culminated in a revised NCS for Grades R to 9 (schools) that was approved by Cabinet in March 2002.
These developments left FET with two choices: either to develop and implement a curriculum based on the first version of C2005, or to wait for the outcome of the revision and develop one based on the streamlined version.
For obvious reasons, the latter was the most responsible and educationally sound choice to make. The process of developing the FET NCS for Grades 10 to 12 (schools) commenced soon after the approval of the revised GET NCS. There is every reason to believe that the FET NCS for schools will be ready by March 2003 as planned.
A key feature of learning organisations is that they reflect on what they do and revise action accordingly. FET has had the privilege of learning from the lessons of the first four years of the implementation of the new curriculum. The design of the curriculum, the development of Learning and Teaching Support Materials (LTSM) and teacher preparation have all benefited from the GET experience.
Indeed, the choice to develop an FET curriculum designed on the features of the revised NCS had further implications for the system. The original timelines for the roll-out of OBE had to be reviewed. Again there were two options: either develop a curriculum within nine months and implement it in 2003 or shift the implementation in FET by one year to January 2004.
The second option had more compelling reasons speaking for it. On April 15 the Council of Education Ministers approved an incremental implementation of OBE in FET beginning with Grade 10 in 2004.
The second set of questions flows directly from this decision: will the Grade 10s of 2003 revert back to the ‘old traditional” curriculum? What teaching and learning methodology will be used by the teachers? What will happen to the knowledge gap in subjects like accounting? Such questions have been asked repeatedly.
Our responses to these questions have always attempted to address some of the misconceptions apparent in the debates that have ensued. Space does not allow a detailed discussion of all of them, but two key points need to be made.
Firstly, curriculum development is a dynamic and complex process that happens over time. Speaking of the ‘old” or ‘traditional” curriculum in a context where several changes — including the introduction of continuous assessment — have been introduced since 1995, is a misnomer.
Secondly, OBE marks a shift from a limited focus on the inputs of teaching and learning to the processes and outcomes. Consequently, what becomes central is teacher preparation in OBE approaches and methodologies to teaching, learning and assessment, as well as demonstrated learner competence. The Department of Education has taken these into cognisance in developing plans to manage the transition.
A systemic teacher-preparation drive is currently under way. The campaign is planned as an improvement on the cascade model that introduced C2005 in GET. By July 2003 all Grade 10 teachers will have received three ‘train-reflect-train” type sessions. A teacher guide prepared by practitioners and teachers will be used for this phase of training. The guide consists of a generic section and a subject-specific one. The latter provides exemplars for dealing with knowledge gaps and planning lessons activities.
The roll-out of the new curriculum in FET will involve a gradual and incremental phasing out of the previous curriculum and a phasing in of the new outcomes-based curriculum. The development and provision of appropriate LTSMs and teacher preparation will receive due attention throughout this process.
We should also be reminded that the introduction of the new curriculum takes place within a context that is characterised by an overwhelming support for OBE as an alternative curriculum, relative stability and increasing functionality of schools. More importantly, the curriculum is based on the principles and design features of the revised and streamlined GET curriculum.
The prevailing will and commitment of teachers, the cooperation and dedication of educators and the support of communities and social partners is all we need to provide a quality education for all.
Themba Ndhlovu is Chief Director: Further Education and Training in the national Department of Education