OBE still lingers in most South African schools

IN JULY 2010, Outcomes-Based Education (OBE) came to a grinding halt. There are many reasons why it failed, and these have been well documented by Jonathan Jansen. However, it still lingers in most South African schools, both independent and state. Notwithstanding, the intentions of OBE were noble — it was never evaluated, even though provision was made for evaluation. OBE was so badly implemented that many children and teachers floundered as they endeavoured to understand new curriculum jargon and the relentless bureaucracy that came with it. Like a scorched-earth policy, it destroyed everything in its wake and left nothing behind except a few hot cinders and utter confusion and chaos.

- MICHAEL WORKMAN

This opinion piece will explore the ‘hidden’ aspects, contradictions, and less obvious assumptions that surface from time to time to keep the embers of OBE alive. It is proposed that before a new curriculum can bring about societal and economic reforms for all South Africans, it is essential that a new national curriculum should be developed on an open slate and not inhibited or influenced in any way by the remains left behind from OBE.

What was required was a clear, cohesive, well-articulated curriculum document and competent people to implement and guide teachers and pedagogues. Ongoing evaluation must be in place so that weaknesses can be detected timeously (sadly missing in OBE). This should be followed up with teacher education courses. Presently, there is no ‘formal’ curriculum, as most schools are using the RNCS, C2000, or CAPS as a curriculum. CAPS has magically morphed into a full curriculum policy. This helps to explain the lack of alignment between assessment and curriculum.

OBE was an attempt to develop a national curriculum; it was a ‘top-down’ policy that was meant to empower teachers and students. However, top-down policies cannot be empowering, as they are more about authority, power, and control - and, in fact, they are often counterproductive to empowerment. A ‘bottom-up’ policy that is not rigid has the potential to empower teachers because it gives them an opportunity to grow and develop as professionals.