Die toepasbaarheid van kurrikulum 2005 as 'n uitkomsgerigte onderwysmodel in Vrystaatse primêre skole: 'n kurrikulumteoretiese perspektief

English: The introduction of Curriculum 2005 as an outcomes-based education model for compulsory school education in South Africa by the former national Minister of Education on 24 March 1997 was characterised by a violent reaction in the news media. South African critics immediately made use of international critique against outcomes-based education to strengthen their case against the implementation of Curriculum 2005. This unease regarding Curriculum 2005 and the fact that the decision to implement the curriculum was made before any research concerning its feasibility in South African schools or any pilot projects had been launched, naturally contributed to this reaction by critics. In the light of these circumstances the decision was taken to undertake such a feasibility study. With a view to this an effort was firstly made to establish a curriculum theoretical perspective regarding Curriculum 2005 as an outcomesbased education model by means of a literature study. In the second place a qualitative research study as regard the problems concerning the implementation of Curriculum 2005 in Free State primary schools was undertaken. The literature study which was undertaken, concentrates on the following aspects: • An investigation into curriculum theory, the field of Curriculum Studies and the process of curriculum development. • Realities and initiatives with regard to Curriculum 2005 as an outcomes-based education model for compulsory school education in South African schools. a The foundations, problems, ideals and implications of outcomes-based education in general. .. The extent to which Curriculum 2005 and outcomes-based education in general can be accounted for by means of a curriculum theoretical perspective. The introduction to curriculum theory supplies a perspective regarding the term curriculum, the field and the most important foundations of Curriculum Studies, the functions of curriculum theory and the relation between curriculum theory and practice. This introduction also provides the basis for a literature study concerning the process of curriculum development. As far as curriculum development is concerned, existing models, approaches and principles in this regard are identified and investigated. The components of the process of curriculum development, namely curriculum design, the dissemination of information, the implementation and evaluation of a curriculum ultimately serve as the framework according to which the process is investigated further. As far as each of the above-mentioned components is concerned, existing models, perspectives and principles are once again identified and investigated. As far as curriculum design is concerned, a situation analysis, the formulation of aims, the selection and ordering of learning content and learning opportunities, as well as the assessment of learners are named as components and these furthermore serve as a framework for an investigation into the process of curriculum design. Before a curriculum theoretical perspective as regards Curriculum 2005 is possible, it is, however, necessary to take a closer look at the new curriculum and the related National Qualifications Framework (NQF). With a view to this, an investigation is undertaken concerning the structure, components, characteristics and principles with regard to the above-mentioned two entities, while reference is repeatedly made to curriculum theoretical aspects which were addressed previously. However, since Curriculum 2005 is an outcomes-based education model, outcomes-based education in general is subsequently investigated by referring to its origin, characteristics, predecessors and key elements. Eventually these key elements are reorganised to fit into the above-mentioned framework for curriculum development (which includes curriculum design). In this way it is therefore possible to investigate and evaluate outcomes-based education in general and, more specifically, Curriculum 2005 in order to determine to which extent is can be accounted for curriculum theoretically. By means of 64 open to semi-structured interviews with 78 stakeholders - which included teachers for the foundation phase, principals, vice-principals, senior teaching officials, learning facilitators, lecturers, researchers, consultants and officials of non-government organisations and teachers' unions - 24 problems areas and nine areas of success with regard to the implementation of Curriculum 2005 in Grade 1 classes during 1998 were identified. Subsequently these research results are interpreted in an inductive manner together with the results of the literature study. This takes place by also closely considering the prerequisites for the successful implementation of Curriculum 2005 which had been identified by means of the above-mentioned preceding literature study and expressed in the form of four widely formulated research questions. Based on this interpretation the final conclusion is eventually reached, namely that Curriculum 2005 as an outcomes-based education model in Free State primary schools shows limited feasibility. This limited feasibility can, however, be improved by taking into account a number of negative factors and by purposefully addressing them. Thereafter a number of recommendations as regards the design, dissemination, implementation and evaluation of Curriculum 2005 are made. These recommendations are directed at policy-makers and decision-makers at national, provincial and school level, as well as at those involved with the initial training of teachers and those involved with organisations which render services in the Free State.