The impact of the transition to outcomes-based teaching on university preparedness in mathematics in South Africa

Show simple item record

dc.contributor.author Engelbrecht, Johann C. (Johannes Cornelis), 1946-
dc.contributor.author Harding, Ansie
dc.date.accessioned 2009-05-07T08:20:23Z
dc.date.available 2009-05-07T08:20:23Z
dc.date.issued 2008
dc.description.abstract Following the political changes of 1994 in South Africa, the decision was taken to replace the traditional skills-based education system at primary and secondary school level (Grades 1–12) with an outcomes-based education system (OBE). The implementation of the OBE system did not come without problems, giving rise to revised initiatives. The OBE approach, referred to as Curriculum 2005, was introduced into schools in 1998, for all learners in Grades 1- 6 and progressively phased in after that. In 2002, the OBE system was put on hold for the two upper grades of these learners. Learners in these two grades reverted back to skills-based learning for their last three years of schooling, i.e. in Grades 10 – 12. The most senior of these learners that had been subjected to four years of OBE and another three years of the old system finished their schooling in 2005 and 2006 and entered university in 2006 and 2007. These groups are of interest. Students ahead of them had their full schooling in the old system and students two years younger were only subjected to OBE. These students are the “group in the middle”. This paper reports on what the impact is of the growing pains of such a new, inadequately planned education system on the mathematics preparedness of students entering university. This report will be extended in 2009 when the learners that have been fully subjected to the OBE system enter university. en_US
dc.identifier.citation Engelbrecht, JC & Harding, A 2008, ‘The impact of the transition to outcomes-based teaching on university pereparedness in mathematics in South Africa’, Mathematics Education Research Journal, vol. 20, no. 2, pp. 57-70. en_US
dc.identifier.issn 1033-2170
dc.identifier.uri http://hdl.handle.net/2263/9941
dc.language.iso en en_US
dc.publisher Mathematics Ecudation Research Group of Australasia en_US
dc.rights MERGA Inc. en_US
dc.subject OBE system en_US
dc.subject Curriculum 2005 en_US
dc.title The impact of the transition to outcomes-based teaching on university preparedness in mathematics in South Africa en_US
dc.type Article en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record