A comparative analysis of outcomes based education in Australia and South Africa

Williamson, Merryl Cheryne

dc.contributor.advisor	Lemmer, Eleanor M.
dc.contributor.author	Williamson, Merryl Cheryne	en
dc.date.accessioned	2015-01-23T04:24:31Z
dc.date.available	2015-01-23T04:24:31Z
dc.date.issued	2000-11	en
dc.identifier.citation	Williamson, Merryl Cheryne (2000) A comparative analysis of outcomes based education in Australia and South Africa, University of South Africa, Pretoria, <http://hdl.handle.net/10500/17862>	en
dc.identifier.uri	http://hdl.handle.net/10500/17862
dc.description.abstract	The introduction of OBE in South Africa, a developing country, has been characterized by problems relating to the implementation process. Thus a comparative analysis of OBE was conducted in Australia, a developed country, to compare the implementation process. A small scale sample investigation was carried out in 11 Australian and 11 South African classrooms. Findings were that Australia is a country found to be we!! resourced, politically and economically stable, with at least 10 years experience in OBE. Furthermore, small classroom sizes, support structures and teacher aides have enhanced the implementation of OBE in Australia. However, the findings indicated that similar problems have emerged in Australia and South Africa regarding the structure of OBE, assessment and reporting and the extra workload associated with the implementation of OBE. This suggests that there are problems inherent in the system of OBE.
dc.format.extent	1 online resource (ix, 224 p.)	en
dc.language	en
dc.subject.ddc	371.390968	en
dc.subject.lcsh	Competency based education -- South Africa	en
dc.subject.lcsh	Competency based education -- Australia	en
dc.title	A comparative analysis of outcomes based education in Australia and South Africa	en
dc.type	Dissertation
dc.description.department	Educational Studies
dc.description.degree	M. Ed. (Comparative Education)	en