Preparing the 21&lt;SUP&gt;st&lt;/SUP&gt; Century Teacher for the Implementation of Outcomes-Based Education: The Practical Reality

Jane Iloanya

doi:10.12691/education-7-7-2

Abstract

Teaching and learning in contemporary education systems are experiencing a paradigm shift. There is a move from the traditional teacher-centred teaching, to student-centred education. Outcome-based education is a process of curriculum design that starts with a clear picture of what is important for students to be able to do, then organizing curriculum, instruction, and assessment to make sure that learning ultimately takes place. At the centre of outcome-based education is the learner. How best can the learner learn? What is the role of the teacher in making sure that learning takes place? How do we prepare teachers for the successful implementation of outcome-based education? How do we take care of every learnerâs needs? These are pertinent questions that this paper addresses. The study was carried out in Botswana using a qualitative research approach. Semi-structured interview questions were adopted to collect data from twelve teachers purposively selected from three technical colleges in Botswana. Relevant documentary analysis was used to augment the data that was collected through semi-structured interviews. Findings of the study revealed that different stakeholders understand the role of teachers in the implementation of outcome-based education differently and that teachers should be adequately prepared if outcomes-based education is to be implemented successfully in Botswana. The study concludes that the teacher recruitment exercise in the 21st century should be geared towards hiring teachers who are equipped with the necessary skills needed for teaching 21st century learners.

Highlights

Twenty-first century teaching and learning is experiencing a paradigm shift in expectations about approaches to curriculum development and delivery
The aim of the study was to examine the need for teacher preparation and the roles teachers play towards the successful implementation of Outcome-Based Education in Botswana
Some of the teachers indicated that the Outcome-Based Education (OBE) system engages students in gaining skills that they should apply when they are in the industry

Summary

Introduction

Twenty-first century teaching and learning is experiencing a paradigm shift in expectations about approaches to curriculum development and delivery. The countries of the world such as the United States, Australia, and the United Kingdom opened their doors to Outcome-Based Education in the 1980s and 1990s, while African countries started adopting this approach to teaching and learning in the 2000s [4,5,6]. The new approach, which embodied the principles of learner-centred teaching and learning, was aligned to arm learners with the necessary skills and competencies to prepare them effectively for the world of work. This goal is in agreement with the principles and philosophy of the Botswana National Education Policies of 1977 (Education for Kagisano—Social Harmony) and the 1994 Revised National Policy on Education. The 1977 Education for Kagisano principles included the principle of self-reliance and development being inculcated in the school curricula, while the 1994 Revised National Policy on Education had as its aim to enable Batswana to acquire the technological skills needed in the 21st century [9,10]

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