Outcomes-Based Academic and Co-Curricular Program Review: A Compilation of Institutional Good Practices (Hardcover)

SUMMARY

Chapter one of this study outlines some of the problems encountered in education today, with particular reference to the 'relevance gap'. This is taken to mean that the education which learners receive does not adequately prepare them for life, i.e. academic life, social life and their later career. The South African scenario is described briefly, with the focus on English language teaching and learning. The importance of English language skills is underlined. This chapter also includes a discussion on the writer's awareness of the problem, the research proposal, aims and method of the study plus a definition of terms.

The next chapter argues that the curriculum is at the centre of the education endeavour and indicates that a relevant curriculum is one that (a) is dynamic, (b) focuses on the learner, (c) considers the context within which and for which the learning takes place and (d) includes all the relevant role-players and stakeholders in its design and development. A set of guidelines for developing and implementing a relevant curriculum, are then suggested based on this assumption. This is followed by a description of the traditional curriculum model, as proposed by Robert Zais (1976), and the outcomes-based approach to curriculum design, development and implementation proposed by William Spady (1993). The latter formed the basis for the development of Curriculum 2005 currently being implemented in South Africa. This section serves to illustrate the differences between these two approaches with regard to the principles underlying the approaches and the elements which determine the structure of the curriculum.

In chapter four the researcher attempts to evaluate the traditional curriculum and the outcomes- based approach described in Chapter 3 on the basis of the guidelines for a relevant curriculum outlined previously, i.e. to what degree do these two models satisfy the need for:
⚫ a dynamic curriculum which is true to life and responsive to changes within society;
⚫a focus on learner needs and aptitudes;
⚫ a careful consideration of the context within which and for which the learning is taking place; and
⚫ the inclusion of the relevant stakeholders and role-players in its design, development and implementation.

Chapter five presents a brief discussion on traditional English language teaching in South Africa and a more detailed description of the outcomes-based approach to language teaching and learning, as reflected in the Curriculum 2005 initiative currently being phased in in South African schools, as well as in the English curriculum for Australian schools. The purpose of this chapter is to illustrate what the outcomes-based curricula for language teaching and learning comprise and how they adhere to the guidelines for a relevant curriculum proposed in chapter 2 of this study.

The last chapter provides a summary of the investigation and indicates problem areas which have been identified in the implementation of an outcomes-based approach to curriculum design and development and which need to be addressed if this approach is to succeed.