This article examines the reactions of specialist music teachers to the introduction of Outcomes-Based Education (OBE) in South Africa. OBE has been seen in post-apartheid South Africa as a way to transform education and address the imbalances of the past. The study reported here used questionnaires to explore attitudes of teachers at independent schools in Johannesburg in the first year of implementing OBE. Analysis of data revealed both positive and negative attitudes as well as the strong need for teachers professional development if OBE is to succeed.
History
Journal
Research studies in music education
Volume
18
Pagination
66-77
Location
Toowoomba, Qld.
ISSN
1321-103X
Language
eng
Notes
Reproduced with the specific permission of the copyright owner.
Publication classification
C1 Refereed article in a scholarly journal
Copyright notice
2002, Callaway International Resource Centre for Music Education
Issue
1
Publisher
USQ Press and the Faculty of Arts, University of Southern Queensland