The implications for classroom practice of the outcomes-based education model for teaching and learning : an evaluation of modes of implementation in KwaZulu-Natal schools.
With the advent of political and social democracy in South Africa in 1994 came the need to restructure education so that it would reflect the new mulitcultural democracy, redress the inequalities of the past and ensure future social justice. South African society, after apartheid, had to be re-forme...
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| Language: | en |
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2011
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| Online Access: | http://hdl.handle.net/10413/3045 |