Curriculum adviser Emilia Potenza answers questions about outcomes-based education (OBE) and Curriculum 2005
Q: Has the status of the recommendations made by the review committee on C2005 changed in the last month?
A: At a meeting of Cabinet on 25 July, the review of C2005 was considered. (The full report is available on http://education.pwv.gov.za under Policies and Reports.) Cabinet supported the principles of OBE and the curriculum review process. There was endorsement of the following:
Grades 4 and 8 will continue in 2001 as planned, with the Learning Areas of Technology and Economics and Management Sciences (EMS) to remain.
The development of a national curriculum statement detailing the curriculum requirements at various levels and phases, in simple language, must begin immediately. The statement must address the concerns around curriculum overload and give a clear description of the kind of learner –in terms of knowledge, skills, values and attitudes — that is expected at the end of the general education and training band (grade 9).
There is a need for intensive, innovative in-service teacher development programmes with a focus on Technology and EMS to address the immediate lack of capacity in these Learning Areas.
As the review committee’s recommendations mean a streamlining of C2005 and do not depart from the original principles, there is no need to change the name of the curriculum.
Since the curriculum impacts on human resource development needs in the country, the proposals need to be brought to Cabinet as a matter of urgency. The Department of Education should co-ordinate the involvement of other departments that can support the implementation of the revised curriculum. These include labour, arts, science, culture and technology, agriculture and enviromental affairs and tourism.
Q: What national developments have taken place that will support the implementation of the revised, streamlined curriculum?
A: Teacher Inservice Project (a non-governmental organisation in the Western Cape) and the Department of Education, are developing a concept document for educator development and support, focussing on in-service training. It will look at the content of training, modes of delivery and identify institutions for delivery. The document will look at the development and support needs of teachers, institution management staff and departmental officials in the field. This is a significant step in the process of formulating a national strategy for educational development.
Q: Has any progress been made on the new national curriculum statement?
A: Linda Chisholm, the chairperson of the review committee, was appointed to the Department of Education in August to lead a task team dedicated to the development of the new national curriculum statement, and plan for its implementation.
A plan has been developed for this task and implementation of this plan will begin in September. Due to delays, it is unlikely that this process will be completed by June 2001 as originally thought.
Q: What should teachers do in the meantime?
A: At the moment, there is a lot of confusion about what knowledge, skills, values and attitudes should be taught in each of the grades that are currently implementing C2005. This is because neither learning outcomes nor assessment standards in the existing policy are specified on a grade-by-grade basis.
This problem will only be addressed when the national curriculum statement becomes available. In the meantime, teachers need to work within the context of the existing policy. Those still implementing the interim syllabus (grades 4-6 and 8-12) could begin to adopt an outcomes-based approach. This involves turning the interim syllabus into outcomes statements that include knowledge, skills, values, and attitudes and teaching and assessing in an outcomes-based way.
Teachers implementing C2005 could focus mainly on the critical outcomes and the specific outcomes. You will need to identify small, context-specific outcomes that you want your learners to achieve and associated assessment criteria. Both these will generally be derived from the context of the activities in which you engage your learners and are the stepping stones to achieving the specific outcomes. Use these smaller outcomes as a framework for planning, teaching and assessing in an outcomes-based way. Try to be aware of ”what comes next” in your planning so that you do not focus too much on isolated activities.
Are you one of the many teachers at sea about understanding and implementing OBE and Curriculum 2005? Send in your questions to our curriculum adviser, Emilia Potenza, c/o The Teacher, PO Box 91667, Auckland Park, 2006 or email her at [email protected]
— The Teacher/Mail & Guardian, September 19, 2000.
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