TITLE:
The Perils of Outcomes-Based Education in Fostering South African Educational Transformation
AUTHORS:
Michèle J. Schmidt
KEYWORDS:
Curriculum, Outcomes-Based Education, South Africa, Postmodern Policy Analysis
JOURNAL NAME:
Open Journal of Political Science,
Vol.7 No.3,
July
7,
2017
ABSTRACT: This
chapter explored a South African education policy. Specifically the authorexamined outcomes-based
learning and the implications of this borrowed curriculum in South African
schools.The authorfocused on curriculum as aplatform for discussion of the
unique approachthatthe South African government employed to modify their adoption of democracy and transformation.
Unfortunately, many scholars reluctantly concede that South
Africa’sambitious policy initiatives failed to provide social justice in
schools.Educationis 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.