Identifying values and beliefs in an outcomes-based curriculum

  • Bernard Rhodes
  • Cornelia Roux


The introduction of Curriculum 2005 and the National Curriculum Statement emphasised the Outcomes-Based Education approach to school education. In an analysis of Curriculum 2005 and the National Curriculum Statement, value and belief systems are identified and integrated in most of the eight learning areas. The multicultural and multireligious character of the South African society holds important implications for education, as the different values that are inherent in each belief system have to be accommodated in societal structures. Research has indicated that most teachers have not played an active or successful role in teaching different values and beliefs in schools. Most of these teachers will now be responsible for the implementation of C2005 and the NCS and their associated values. There is therefore a need for teachers to be sensitised to the different values embedded in each belief system and all cultureal orientations. The prevalence of values and belief systems in the OBE curricula of C2005 and the NCS will have to be acknowledged, identified, and promoted.

South African Journal of Education Vol.24(1) 2004: 25-30

Journal Identifiers

eISSN: 2076-3433
print ISSN: 0256-0100