Department of History

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Browsing Department of History by browse.metadata.advisor "Carl, A. E."

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    Voorbereiding van die geskiedenis-opvoeder vir uitkomsgebaseerde onderwys in die algemene onderwys- en opleidingsfase
    (Stellenbosch : Stellenbosch University, 2004-12) Brand, A. B.; Carl, A. E.; Stellenbosch University. Faculty of Arts & Social Sciences. Dept. of History.; Stellenbosch University. Faculty of Arts & Social Sciences. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: Today, educators in South Africa must be capable of successfully designing and implementing an outcomes-based curriculum that prepares learners for the world of work. The aim of this study is to determine what kind of groundwork has to be done by history educators to prepare themselves for outcomes-based education and the General Education and Training Phase. The Revised National Curriculum Statement will have far-reaching implications on curriculum development. A thorough knowledge of the principles and theoretical foundation of the process of curriculum development and outcomesbased education is essential to the successful implementation of the directives contained in this document. Dynamic curriculum development is founded on the quality of a thorough design. Educators - the people who use the curriculum - must be closely involved in the content and planning thereof. By implementing the proposed structure and procedures educators will be able to ensure quality control with regard to the successful preparation, implementation and assessment of outcomes-based education. This will also provide continuity in outcomes-based curriculum development. Once the newly designed curriculum has been established, existing school and classroom practices cannot be retained. Appropriate preparation is essential for the comprehensive changes that are taking place. Good management at all levels will prevent a climate of dissatisfaction and resistance from arising during the preparation phase of the curriculum. The real success of curriculum design depends on how it is implemented in the school and the classroom. In this study the emphasis falls on the modular approach to curriculum, with the learning area history as an example. The implementation of the designed curriculum must be continuously assessed. Through curriculum or quality assessment of their operations, services and learning programmes, schools must strive towards applying quality management to the benefit of the educators as well as the learners. It is vital that all educators, also history educators, will offer quality services that are globally competitive. In the final analysis curriculum development is about the learners and the way in which they will benefit from the process. The learners deserve to have a first-rate curriculum. After all, it is the stated aim of outcomes-based education to encourage learners to be successful.