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.
Heystek, Jan; Lethoko, Mankolo Xaverine(Education Association of South Africa (EASA), 2001)
The enhancement of the culture of learning and teaching (COLT) is important in education. To achieve this aim teachers play an important role because they are responsible for the one crucial part namely
teaching. The ...
Ramokgotswa, Nozipho Isabel(University of Pretoria, 2016)
This study explores the role of teacher unions in the appointment and promotions of teachers in public schools. It focuses on the perspective that teacher unions are often seen as the principal contributors to the challenges ...