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Enhancing learning in South African schools: strategies beyond outcomes-based education
ARTICLE

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International Journal of Educational Development Volume 25, Number 3, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This paper addresses the problem of post-Apartheid South African schools as ineffective learning environments, and the question whether there are strategies for enhancing learning that are more effective and that might be more easily and successfully implemented than an outcomes-based education. Because of historical and situational constraints, an outcomes-based education has limited potential for enhancing learning there. We argue that there are other factors, notably proximal variables such as teaching strategies that focus on the setting of learning goals and the provision of feedback and reinforcement to students, and the quality of teaching itself, that could more effectively enhance learning in South African schools, and that could be more successfully implemented. The paper thus aims to recommend and justify a policy decision in South African education to limit the implementation of an outcomes-based education to only those selected aspects that have been shown to enhance learning most effectively, and to implement other effective strategies for enhancing learning that might be more successfully introduced into schools.

Citation

Todd, A. & Mason, M. (2005). Enhancing learning in South African schools: strategies beyond outcomes-based education. International Journal of Educational Development, 25(3), 221-235. Elsevier Ltd. Retrieved July 22, 2019 from .

This record was imported from International Journal of Educational Development on January 28, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2004.08.003

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