‘n Vergelykende internasionale perspektief op die historiese verloop en invloed van Uitkomsgebaseerde Onderwys (UGO) op Geskiedenis as skoolvak in Suid-Afrika (Deel Twee)

Abstract

The purpose of this follow-up article is twofold. Firstly, the article attempts to indicate how the teaching and learning of History in South Africa were influenced by the OBE History curriculum frameworks of the USA, Australia, England and New Zealand. Secondly, the article attempts to describe the impact that OBE had on the teaching and learning of History in South Africa, with specific reference to its effect on teachers and learners.Regarding the first objective, it was concluded that the design of the History curriculum frameworks of the mentioned overseas countries fundamentally influenced the design of the OBE History framework in South Africa. There are similarities with regard to not only the processes for acquiring the outcomes skills, but also the prescribed assessment practices. For instance, the requirements and expected levels of performance of learners in all the countries are determined by targets or standards that progressively increase in degree of difficulty for each year of schooling.As regards the second objective, it was found that the new teaching model was acceptable in principle to many teachers – as the implementers of the curriculum. These teachers therefore adapted their teaching and learning methods innovatively and in accordance with OBE directives. In contrast, there were teachers who had a negative attitude towards OBE, owing to difficulties in implementing OBE effectively. The obstacles centred on aspects such as the large number of learners in a class, the lack of sufficient physical resources and teaching and learning support materials, problems with assessment, and insufficient support of subject and curriculum advisers. Some of the History teachers were also of the opinion that the in-service training programmes intended to equip them to implement OBE effectively lacked practical relevance.