Abstract
This chapter explored a South African education policy. Specifically the author examined outcomes-based learning and the implications of this borrowed curriculum in South African schools. The author focused on curriculum as a platform for discussion of the unique approach that the South African government employed to modify their adoption of democracy and transformation. Unfortunately, many scholars reluctantly concede that South Africa’s ambitious policy initiatives failed to provide social justice in schools. Education is often the driving force in society: socially, economically, and politically. In particular, education can either liberate social ideologies or become a tool to reinforce stratification. With a political ideology of democracy emerging in South Africa, one would think that democratic educational structures would act to diminish race, class and gender inequalities; however, this has not been a pervasive result.
Highlights
The author focused on curriculum as a platform for discussion of the unique approach that the South African government employed to modify their adoption of democracy and transformation
This paper explores South African school curriculum policy as a platform to discuss the success or failure of educational policy
Is there a need to make the policy language clear, but there is a need to mobilize resources to under-funded and under-resourced schools; develop strategies and not just symbols for policy implementation; and move beyond policy from rhetoric to action (Dobson & Koetting, 1985). This analysis of OutBased Education (OBE) is not meant to ignore the benefits of OBE; the worry is whether these benefits apply within a South African context? For example, The Department of Education’s role is to engage appropriate stakeholders, often their voices are not heard in implementation meetings
Summary
This paper explores South African school curriculum policy as a platform to discuss the success or failure of educational policy. An examination of policies in post-apartheid South Africa shows the unique approach that the government employed to adopt democracy. Many scholars concede that South Africa’s ambitious curriculum policies reveal numerous failings and tensions in schools (Spreen & Vally, 2006; South African Policy Brief 2010). Organized in such a way as to introduce the policy problem, the paper traces the history. Schmidt of education in South Africa; examines Curriculum 2005 (C2005) and OutBased Education (OBE), and discusses the implications of OBE within a South African context
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