In my previous two columns in the Teacher, I've traced the evolution of outcomes based education (OBE) thinking and implementation over the past 35 years, from its early emphasis on expanding the conditions of success in schools and classrooms to its transformational emphasis.
Some significant legal and political victories for mother-tongue education were gained in the recent past. In relation to Afrikaans in particular, there was Mikro Primary Schools successful defence against court action by the Western Cape department of education to enforce its language policy on the school governing body (SGB).
Last month, I briefly traced the evolution of the outcomes-based education (OBE) movement over the past 35 years: from its focus on "expanding the conditions of success" in schools and classrooms during the 1970s and 1980s, to the strongly learner-centred, future-focused, personally empowering emphasis of "the five Cs" in today's "transformational" models.
Last month, I briefly traced the evolution of the outcomes-based education (OBE) movement over the past 35 years: from its focus on expanding the conditions of success in schools and classrooms during the 1970s and 1980s, to the strongly learner-centred, future-focused, personally empowering emphasis of the five Cs in todays transformational models. These five domains of human functioning -- consciousness, creativity, collaboration, competence and compassion -- could (and should) be viewed as the real basics of learning, living and leadership in todays changing world.
In my two previous columns, I looked at the basics of education. What is basic about education, and what is basic to accomplishing it? The answers, I said, revolve around the tight connection among three familiar terms: learning, change and leadership. Education is most fundamentally about learning.
Roy Killen of Australia and William Spady have created a tool - the Curriculum Design Matrix - that directly helps educators organise their curriculum thinking around any set of complex role-performance outcomes. They explain how they have applied the OBE concept of “Outcomes of Significance” to South Africa's 12 Critical Outcomes (COs).
In the previous edition of the Teacher, I introduced a different way of thinking about "the basics" in education. They are the basics not of learning skills, but of the conditions that make learning happen, and they apply directly -- and even urgently -- to the daily work of teachers. To introduce these “real” basics, I established four things.
In Part 1 of this article, published in the December issue of <i>theTeacher</i>, I described how Roy Killen of Australia and I applied the powerful OBE concept of "Outcomes of Significance" to South Africa's 12 Critical Outcomes." William Spady looks to the future in Part 2.
In August, I was asked to share some of the “cutting-edge essence” of my 35 years of experience with OBE in two seminars at the University of Pretoria. It was an exciting day for me - an opportunity to address some of the most basic concepts surrounding OBE thinking and practice in South Africa and elsewhere, and to respond to a host of deep and challenging questions about learners, learning and learning systems.
Phuti Mahanyele-Dabengwa, chief executive of global internet company Naspers, has held senior posts in investment and development banking. She tells Tshegofatso Mathe about her family life in Soweto and her career, including with Cyril Ramaphosa before he went back to politics