The Department of Education's Norms and Standards for Educators (Department of
Education 2000) require that higher education institutions design and implement
outcomes-based teacher education programmes to enable novice teachers to demonstrate their competence across a range of teacher roles. In this article the question of whether outcomes-based programmes can produce competent teachers is explored. This is done firstly by taking a closer look at competence and competence-based education, the role of standards and the four types of competences as defined in the Norms and Standards for Educators. Thereafter we discuss outcomes and outcomes-based education. The article also points out the necessity of distinguishing between competences for beginning and pre-service
teachers on the one hand and experienced teachers on the other.
For an education system to function effectively it is important that its planning
functions are executed effectively and efficiently. Among others this implies that the
system must know what the teacher supply and demand ...
Mabunda, Moises Eugenio(University of Pretoria, 2006-09-12)
This study analyses the practice implemented by the government of Mozambique immediately after independence, from 1975 to 1985, of placing secondary school teachers around the country. Such practice consisted of putting ...
The entire context of South African education is undergoing a slow, yet definite metamorphosis, and inclusion is now nationally both a constitutional imperative and an unequivocal reality. Teachers are the key role-players ...