Can prior learning experience serve as a catalyst in the paradigm shift from traditional teaching methodology to outcomes-based educational practice?

Abstract

Most developing countries have embarked upon the implementation of new models in the teaching and learning arenas, and South Africa is no exception. Because the economic empowerment of a nation depends on the success of its educational strategies, the introduction and development of Outcomes-Based Education (OBE) at all levels of education in South Africa's new democracy have become a national priority. In this context, the Technikon Witwatersrand is privileged to have the opportunity to become a service provider for a teacher development programme in the OBE format. It caters for 342 intermediate and senior phase school teachers in Gauteng Province by means of the Mathematics, Science and Technology Educators' Revival (MASTER) programme. This developmental programme in the fields of mathematics, science, technology and engineering education provides the teachers with an Advanced Certificate in Education (ACE) with 120 credits. This article outlines how prior learning experience helped to smooth the transition from traditional to OBE practice. South African Journal of Higher Education Vol.17(2) 2003: 68-78