Outcomes-based education and educational reform in South Africa

Botha, R.J.

doi:10.1080/13603120110118831

Cited by 63 publications

(18 citation statements)

References 7 publications

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“…These are presented chronologically. Second, with regard to outcome-based education (OBE), according to Botha (2002), OBE is an academic philosophy that was introduced in South Africa in the post-apartheid era to tackle demands for a work force that is increasingly skilled. OBE comprises curriculumrelated reforms that were issued by South Africa's government after the first democratic elections in 1994 in order to make education more readily available and eliminate educational inequalities that existed in the apartheid era (Jansen 1998).…”

Section: Increasing Educational Qualitymentioning

confidence: 99%

Building Knowledge-Based Economies in Africa: A Systematic Review of Policies and Strategies

Asongu

Odhiambo

2019

J Knowl Econ

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Section: Increasing Educational Qualitymentioning

confidence: 99%

Building Knowledge-Based Economies in Africa: A Systematic Review of Policies and Strategies

Asongu

Odhiambo

2019

J Knowl Econ

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“…Three inter-related dimensions of educational quality are analysed from a perspective of social justice: (i) the first element articulates the various factors that grease the enhancement of learner capabilities (e.g. limiting institutional and cultural barriers) and consolidates learning processes from different groups; (ii) the second aspect is focused on the degree by which externalities in education are held in high esteem by their communities and Second, with regard to outcome-based education (OBE), according to Botha (2002), OBE is an academic philosophy that was introduced in South Africa in the post-apartheid era to tackle demands for a work force that is increasingly skilled. OBE comprises curriculumrelated reforms that were issued by South Africa's government after the first democratic elections in 1994 in order to make education more readily available and eliminate educational inequalities that existed in the apartheid era (Jansen 1998).…”

Section: Increasing Educational Qualitymentioning

confidence: 99%

Building Knowledge-Based Economies in Africa: A Systematic Review of Policies and Strategies

Asongu

Odhiambo

2019

SSRN Journal

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Compared to other regions of the world, Africa is lagging in its drive toward knowledgebased economies. This study systematically reviews the literature in order to highlight the policies and strategies with which African countries can accelerate their current drive towards building knowledge-based economies. These are discussed in terms of three pillars of the World Bank's knowledge economy framework. They are the indices for: (i) education and skilled population, (ii) information and communication technology and (iii) economic incentives and institutional regime. JEL Classification: O10; O30; O38; O55; O57 Keywords: Knowledge economy; Development; Africa knowledge economy policies and strategies are structured along three main pillars of the World Bank's knowledge economy index: education and skilled population, economic incentives and institutional regime and, information and communication technology (ICT).The rest of the study is organised in the three main dimensions of the World Bank's Knowledge Economy Index. The methodology of the systematic review is provided in Section 2. Section 3 and Section 4 are focused respectively on education and information and communication technology. Section 5 discusses economic incentives and institutional regime.2 It is important to note that the historic route set by Japan has paved the way for the Newly Industrialised Economies of Asia (Taiwan, South Korea, Singapore and Hong Kong) including China and Malaysia. These nations have been witnessing a tremendous progress from post-industrialisation 'product-based economies' to the era of 'knowledge-based economies'.

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“…The South African case has been analysed in detail and exemplifies key challenges experienced in the implementation of this prior wave of objectives-based reforms (Allais, 2007a(Allais, , 2007bBotha, 2002). The stated rationale for the South African reforms immediately suggested the ambition and divergence that became apparent during its implementation.…”

Section: Roots and History: Previous Waves Of Outcome-based Educationmentioning

confidence: 99%

Shaping Perceptions of a Policy Instrument: The Political–Administrative Formation of Learning Outcomes in Higher Education in Norway and England

et al. 2016

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This thesis explores learning outcomes (LOs) as a prominent policy and feature of European higher education (HE) reforms. Widely used to describe the learning expected at different levels of education, LO's emerging role in degree-level practices is explored via interviews with teachers, leaders, and students, from eight degree-programme cases at English and Norwegian universities. These evidence LOs being interpreted and used in planning, teaching, learning and management. The four publications included in this thesis provide detailed accounts of LO practices on various levels, in applications spanning course development, teaching reform and quality assurance. LOs are shown to influence practice, disputing views of them as a purely symbolic or formal policy. However, their application and influence are complex and ambiguous. They can support clear, constructive approaches to planning and teaching, but are also perceived as a problematic, potentially counter-productive way to communicate about learning. Their role in management is still emerging, but they appear to create new opportunities for oversight and steering of teaching, and their growing role in quality assurance seems to create pressure for the development of more specific, measurable LOs. The analysis highlights the challenge of reconciling flexible, open 'process' forms of LOs developed for teaching with concrete, measurement-focused 'product' LOs needed for oversight or comparison applications. The enactment process presented here is incompatible with simple 'top down' or 'bottom up' perspectives on policy formation, evidencing local adaptation and variety, and examples of highly standardised or rule-based practices. An argument is developed that explaining these findings requires a deliberate engagement with the mess and multiplicity which characterise LOs. A set of metaphors are developed to offer an alternative view of LOs as policy nets, knots and tangles. These convey multiplicity and complexity, while offering new ways to look at relationships between divergent LO forms and practices, explanations for the enactment processes identified, and a way to highlight the key choices HE actors and policy makers confront as they continue to enact LOs in universities.

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Outcomes-based education and educational reform in South Africa

Cited by 63 publications

References 7 publications

Building Knowledge-Based Economies in Africa: A Systematic Review of Policies and Strategies

Building Knowledge-Based Economies in Africa: A Systematic Review of Policies and Strategies

Building Knowledge-Based Economies in Africa: A Systematic Review of Policies and Strategies

Shaping Perceptions of a Policy Instrument: The Political–Administrative Formation of Learning Outcomes in Higher Education in Norway and England

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