| Summary: | This study investigated the implementation of the outcomes-based Curriculum
2005, in the primary schools of the Reitz region of the Northern Free State. A literature study was conducted to gather information about the outcomes-based Curriculum 2005 and the implementation thereof. This information was used to develop a questionnaire that was completed by a representative sample of educators who were implementing Curriculum 2005 in their schools. It was found that the South African C2005 is the first and only transformational OBE model to be implemented in the whole world. To try and overcome the design flaws of C2005 the Minister of Education announced the Revised National Curriculum Statement (RNCS) in April 2002. To enhance the relevancy of this study the new RNCS was also discussed and compared with C2005. It was found that teachers play a dynamic role in every aspect of curriculum design but their most active involvement is as the actual implementers of the curriculum in the classroom. With the discussion of curriculum change management it was found that the INSET for both the implementation of C2005 and the RNCS often got stuck in the unfreezing phase. It was also found that the gains made by INSET that happens without classroom support are questionable as if are often left to deal within daunting conditions including overcrowded classrooms, the lack of textbooks and other basic resources. It was found that the implementation of C2005 was influenced by the abilities of the schools and that teachers were struggling with the implementation of the basic principles, policies and guidelines. It was also found that the assessment policy of OBE was regarded as too demanding and beyond the capacity of the most dedicated primary school teacher and that the assessment seems to be too time-consuming for the teachers to implement the OBE effectively in their classrooms. === Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.
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