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- LADEMSJ
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- University Of South Africa (Unisa)
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ECONOMICAND
MANAGEMENT
SCIENCES
STUDY NOTES
,STUDY UNIT 1 : OUTCOMES BASED EDUCATION : THEORETICAL
FRAMEWORK WITH REFERENCE TO SENIOR PHASE[GRADES 7-9]
NATIONAL QUALIFICATIONS FRAMEWORK – SENIOR PHASE –
GRADES 7-9
● The main purpose of the National Qualifications Framework [NQF] is to
reconstruct the current education and training systems into a system that
reflects an integrated approach and addresses learners needs.
● The NQF provides learning opportunities for learners, irrespective of age,
circumstances, gender and level of education.
● It allows learners to learn on an ongoing basis (lifelong learning).
● It also creates a framework which indicates how learners can gain access to
learning at & across different levels.
● The NQF presents an integrated framework for achieving & maintaining
quality or standards.
● Quality or standards are determined by nationally agreed learning
outcomes & assessment standards which will help to provide educational
opportunities & to assess whether they have been achieved.
● The NQF has 8 different levels. There are 3 main bands:
1. Level 1 : general education & training
2. Level 2 : further education & training – levels 2-4
3. Level 3 : higher education & training – levels 5-8
,● The General Education & Training [GET] includes 9 years of compulsory
education/ schooling and includes:
1. foundation phase [grades 1-3]
2. intermediate phase [grades 4-6]
3. senior phase [grades 7-9]
CHARACTERISTICS OF THE SENIOR PHASE [GRADES 7-9]
● the senior phase is the last phase of the GET band & includes the following
features:-
1. the senior phase [grades 7-9] is the last phase of the GET band.
Learners are able to reason independently about concrete materials
& experiences. They are able to engage in open argument & are
willing to accept multiple solutions to single problems. The subject
matter would be less contextualised & more area specific.
2. there should be clear evidence that learners are being prepared for
life after school, ie life in the world of work & at institutions of further
learning, as well as adult life. Learning programs should create
opportunities for learners to be informed about career & further
learning opportunities, about ways & means of realising their
expectations for the future & about their rights &
responsibilities as citizens in a democratic, multicultural society.
3. because this phase concludes with national assessments & the
possibility of obtaining national qualifications [GET certificate], there is
danger that the importance of attaining the unit standards required
for this qualification will be emphasised to the extent that they may
have a negative effect on holistic teaching & learning in general; on
the integration of education & training & theory & practice, on related
areas of learning. Curriculum developers, teachers need to ensure
that integration of subjects & theory & practice still take place.
SENIOR PHASE LEARNERS
● in this phase learners should be provided with opportunities to acquire,
develop & apply a range of more advanced knowledge, understanding &
skills.
● breadth, depth, access & entitlement are important to ensure learners are
given a sound basis from which to take advantage of choices in the FET
phase. Learners should be given enough information about the nature of the
options to ensure that their decisions about future choices are informed.
● the essence of the senior phase is to aimed @ informing choice &
promoting independence on the part of the learner.
, ● learners are becoming more independent about their own interests, abilities
& needs & show the following characteristics:
1. Many changes occur in learners aged 12 to 15 – this is the last stage of
childhood (adolscence) before they reach adulthood. They mature
physically, sexually, cognitively & socially in an independent manner.
2. Learners further develop abstract thought – they concentrate on
thinking in abstract terms & hypothese & use lateral reasoning. Here
sophistication of thought processes begins & with the appropriate
support, learners can analyse events & have the understanding of
probability, correlations, combinations, propositional reasoning & other
higher level cognitive skills.
3. Learners at this age have the ability to perform controlled
experimentation, keeping all but one factor constant. They have the
ability to hypothesise variables before experimentation to reverse
direction between reality & possibility. They also use interpropositional
operations, combining propositions by conjunction, disjunction,
negation & implication.
4. it is important during this phase to focus learners attention on critical &
creative thinking skills, attitude development & understanding of their
role in society.
5. learners become aware of new things about themselves which
influence the development of their concept of self.
Adolescents continually anticipate the reactions of others to their
appearance and behaviour. Peer influence plays a major role in their
social development. The development of a positive self image (self
worth) is of paramount importance.
6. moral development is linked with cognitive & social development.
Teenagers capability for abstract thinking influences their moral
judgement & decisions. They still concentrate on social responsibilities
but are moving towards independent morality.
7. teenagers also believe in being sensitive to infringing the rights of
others (peers) & violating rules made by their peers. They respect the
values & attitudes of others (peers)but rely on their own intellect &
values when making personal decisions.
● the only way the NQF can be effective is if there is a change in the existing
education system from a content based to outcomes based approach.
● the aims of the National Curriculum Statement is to develop every learner to
his/her full potential. This creates a lifelong learner who is confident &
independent, literate, has numeracy skills, multiskilled & compassionate, who
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