Outcomes based education

This module discusses structured learning specifically methods that teacher can utilize in their learning programmes with the outcome of ensuring learners easily comprehend the subject matter. Referred to also as teaching with leaening in mind this module juxtaposes between teaching to remember and teaching to understand

This guide supports FET College lecturers to make the shift from content-based, lecturer-centred, transmission teaching and learning to an outcomes-based, learner-centred, activity-based approach. It is intended to assist the FET lecturer to understand why and how a particular strategy, method, or idea is useful, and not to just be a “how to” manual of tips.  Yet it is at the same time intended to be relevant at all times to the context and practice of the FET lecturer, offering realistic exemplars and demonstrating approaches and methods for implementation.

This accredited journal publishes contributions from any field of education. While the emphasis is on empirical research, theoretical or methodological papers, review articles, short communications, book reviews and letters containing fair commentary on previously published articles will also be considered. Priority is given to articles that are relevant to Africa or that address cross-cultural topics, and to contributions addressing educational issues of social change and development.

The Journal of Education is an interdisciplinary publication of original research and writing on education. The journal aims to provide a forum for scholarly understanding of the field of education. A general focus of the journal is on curriculum. Curriculum is understood in a wide and interdisciplinary sense, encompassing curriculum theory, history, policy and development at all levels of the education system (e.g. schooling, adult education and training, higher education). Contributions that span the divide between theory and practice are particularly welcome. Although principally concerned with the social sciences, the journal encourages contributions from a wider field.

With all the talk of teaching towards the achievement of competency and
skills in the wake of outcomes-based education in South Africa, it is easy
to forget that these should not be taught in a vacuum, or to the exclusion
of other forms of knowledge. In addition to knowing ‘how to’ do
something, we also need to ‘know that’ (content knowledge) and know
how to form a judgement about issues (values and dispositions).
In this article, Mark Mason, one of the authors of this module, argues that
it is vital to integrate all three forms of knowledge – propositional
knowledge (‘knowing that’), procedural knowledge (‘knowing how’), and
dispositional knowledge (knowing what our purpose is and whether it is
good).