The Outcomes-based education model, better known as OBE, was implemented in 1998 to the South African Education system. The first OBE Grade 12 examination (the National Senior Certificate Examination) was completed by the Grade 12 Class of 2008. As one of the 533 561 students who wrote the NSC exam (Pandor N, Abridged Report 2008 NSC Exams), I feel that OBE has not harmed my chances of success at university. In this essay I will be expressing how I strongly feel that this model has opened many opportunities for me. I believe that the OBE model is appropriate for the South African education system as it is enhancing the quality of South African Education.
The OBE model is primarily based on achieving certain outcomes or learning objectives based on certain assessment standards. This is opposed to the old education model which used to be more focused on finishing a syllabus rather than achieving certain goals at the end of a chapter or a section of work done. This enables teachers and learners to have a common and clear indication of what the assessment aims are.
The OBE model explores different ways of learning as it requires a certain level of group work for certain subjects. This encourages inter -active learning between learners and creates a more interesting method of learning other than the orthodox learning experience where the teacher is the only source of information. This however comes with its disadvantages as it discourages independent thought of learners. I feel that although through this I have become more dependent on group work, I have learnt to participate more and become more confident when engaging in discussions and debates. This has also allowed me to be an active participant in classroom discussions where I have learnt to voice my opinion and respect other people’s beliefs, opinions and cultures. It has also increased my teamwork skills. This is undoubtedly an essential skill that is needed when entering the university environment. In this aspect I feel that OBE granted learners an opportunity to be better equipped to tackle discussions and be more confident in the university environment.
OBE is a very modern and practical based model. It thus requires learners to be able to apply theoretical work to everyday life. The questions are usually phrased as case studies where learners are to apply their theoretical knowledge to real life situations. It also requires that the teachers and students be knowledgeable with current affairs and modern technology. This teaches learners to be aware with the issues that surrounding us and creates an interest in the hard hitting issues of today such as Global Warming.
OBE also provides an ‘outside the classroom’ learning experience where learners are required to acquire information in different forms for assessment tasks and for classroom discussions. This includes looking for information on the internet, books or newspapers. It also includes interviewing people and doing practicals. This creates an interest in the learning area as it introduces a different way of acquiring information. It also familiarises the learner to different sources of information which the leaner is able to make use of in university.
Life Orientation was made a compulsory subject from 2006 for the Grade 10 class to continue with this subject until grade 12. This subject is based on acquiring life skills that can essentially help teenagers cope in the changing world of today. It is a subject that deals with modern issues that are affecting the South African youth and the society as a whole. These life skills causes include HIV/AIDS education, Stress management education and physical wellness etc. In this way OBE prepares learners to deal with real life issues and teaches learners how to cope outside and inside the classroom. Life skills are essential for first year students as it helps us to cope with the new environment that we encounter. Not only does Life Orientation provide us with basic life skills but it opens doors for learners by giving career guidance and advising learners on how they should make their career choices. It provides learners the opportunity to optionally take part in programmes such as Job Shadow programmes where learners can literally experience the work place environment of their desired careers. It is essential that a learner enters university with enough knowledge about the careers that they are studying towards. Through Life Orientation I strongly feel that OBE has helped my chances of success at university.
Is this model appropriate for the education system of South Africa? I believe that OBE is creating a different kind of matriculants that the emerging dynamic and opportunistic South Africa needs. This is thus an appropriate model for the South African education system as it gets learners to matriculate with the knowledge and skills to tackle the world today. South Africa is clearly becoming a land that is full of opportunities and OBE is the way to align the education system with the growing country as it introduces modern ways and concepts of learning.
In its first year of implementation, The OBE System has managed to produce 107 602 (20.2 %) ,(Pandor N, Abridged Report 2008 NSC Exams), Matriculants who qualified for a bachelors degree in university. This might not be a pleasing result but if taking into consideration that this is a new curriculum and that teachers had not been experienced with the new system, I believe that the model has achieved a lot by getting through this much pupils into university.
One might argue that this model is very biased as it appeals only to schools that have access to resources such as computers and libraries. This is true as it would be difficult to get information from the internet at a school with no computers. Though this might be true, there needs to be consideration that this is a very new system for South Africa. I believe that it still early days to scrutinize it. As Suggested by Naledi Pandor “[Scrapping OBE] will result in terrible problems, worse than those we have. We can't have another review. We must look at improved implementation.” (Pandor N, November 2008, Mail And Guardian Online), we need to look at how this model can be made to work for instance by striving to provide resources to those schools which do not have these resources instead of crushing down an initiative to improve pupils.
In essence OBE has yet to produce a wide range of knowledgeable learners that will be better trained and equipped for their university studies. As having been part of the system I feel that I have experienced a worthwhile education and have explored a lot to better prepare me for my university degree. OBE is building a land of intellectuals that will be able to cope with the advancing times of South Africa and the world at large. Through experience teachers and learners will be able to improve this model. Through my experience at university in these past few weeks, I can confidently reinstate my opinion that OBE has increased my chances of success at university and is an appropriate model for the South African Education System.
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