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Globalization and educational policy...

Spreen, Carol Anne M.

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Globalization and educational policy borrowing: Mapping outcomes-based education in South Africa.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Globalization and educational policy borrowing: Mapping outcomes-based education in South Africa./
Author:	Spreen, Carol Anne M.
Description:	330 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 0522.
Contained By:	Dissertation Abstracts International62-02A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3005802
ISBN:	0493154280

Globalization and educational policy borrowing: Mapping outcomes-based education in South Africa.
Spreen, Carol Anne M.

Globalization and educational policy borrowing: Mapping outcomes-based education in South Africa. - 330 p.

Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 0522.

Thesis (Ph.D.)--Columbia University, 2001.

Approximately four years after the first democratic elections in South Africa, new educational initiatives started to emerge. The opening of the school year in January 1998 marked the introduction of a new school curriculum that was set to transform education in South Africa. Curriculum 2005 is significant in that it marked a dramatic departure from the former educational system; calling for a paradigm shift from content-based teaching and learning, to one that is outcomes-based (OBE).

ISBN: 0493154280Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Globalization and educational policy borrowing: Mapping outcomes-based education in South Africa.
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100 1 $a Spreen, Carol Anne M. $3 1254709
245 1 0 $a Globalization and educational policy borrowing: Mapping outcomes-based education in South Africa.
300 $a 330 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 0522.
500 $a Sponsor: Gita Steiner-Khamsi.
502 $a Thesis (Ph.D.)--Columbia University, 2001.
520 $a Approximately four years after the first democratic elections in South Africa, new educational initiatives started to emerge. The opening of the school year in January 1998 marked the introduction of a new school curriculum that was set to transform education in South Africa. Curriculum 2005 is significant in that it marked a dramatic departure from the former educational system; calling for a paradigm shift from content-based teaching and learning, to one that is outcomes-based (OBE).
520 $a The introduction of OBE in most countries created much controversy. In South Africa it has been at the center of a heated debate over its origins and philosophy. This research mapping OBE in South Africa illustrates that OBE is an amalgam of the early competency debates in Australia, New Zealand, Scotland and Canada, and also from Spady's work in the United States. This research illustrates how OBE's movement and global circulation brought to it new adaptations and local responses, thereby creating an indigenous transformative response to a seemingly global educational trend.
520 $a The aim of this dissertation is to use educational borrowing as a lens for understanding globalization and its relationship to education transformation. The case study of OBE maps and traces the strategies, content and process of educational policy borrowing from outside of the continent to South Africa. The focus is on how OBE was introduced, why it gained resonance there, and how it is different from other forms of OBE. As such it is an analysis of the role of individuals who were present in the policy process and the imperatives that framed their policy actions.
520 $a The research was conducted over a one-year period in South Africa. It included interviews with 46 prominent educational policymakers, focus group interviews with 60 teachers, and review and analysis of relevant policy documents. The analysis of relationships between a variety models of OBE and South African policy and training documents creates a basis for assessing the congruence among international education movements, the establishment of national policy reforms, and how local educators recognize, acknowledge or consider the new OBE policy socially significant.
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650 4 $a Education, Curriculum and Instruction. $3 576301
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791 $a Ph.D.
792 $a 2001
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